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Abstract
Courses in racism are designed to provide opportunities for social work students to learn to practice nonracist social work and contribute to the eradication of racism in society. The most effective racism courses achieve affective learning through the provision of an experiential component, usually a behavioral learning assignment that involves students in direct interaction with people who are racially different from themselves. This article presents a conceptual analysis of affective learning in racism courses that include such an experiential component based on both theoretical and empirical research into curriculum development in the area of racism.
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Notes on contributors
Jerry R. Fox
JERRY R. FOX is the director of the Sexual Abuse Prevention Programs, Parents Against Child Exploitation (PACE), New York City. This paper was originally presented at the Council on Social Work Education Annual Program Meeting in New York City, March 1982.