Strengthening critical allyship in social work education: opportunities in the context of #BlackLivesMatter and COVID-19

ABSTRACT

COVID-19 has shifted social work education and widened the gaps in services for historically marginalised communities, including people of diverse cultural, sexual and gender identities and social classes. Existing inequities based on cultural differences have been magnified, perhaps most recently evident in George Floyd’s slaying and the subsequent #BlackLivesMatter demonstrations across the globe. Learning to be an ally for diverse communities and working towards the betterment of all people is a goal of social work education. We argue that simple allyship is not enough given the structural inequities present in North America and Australia the civil unrest amidst the COVID-19 pandemic. Social work education’s focus should trend towards allegiance with disadvantaged communities or critical allyship and include a commitment to undertake decisive actions to redress the entrenched colonial, capitalist, systemic and structural inequities that oppress many and provide unearned privilege and advantage to others. We explore strategies used in classrooms to promote allegiance and make recommendations for social work education, policy, and practice in this time of change.

KEYWORDS:

• #BlackLivesMatter
• allyship
• allegiance
• cultural responsiveness
• cultural competency
• cultural diversity

Disclosure statement

No potential conflict of interest was reported by the author(s).

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.

Additional information

Notes on contributors

Trevor G. Gates

Dr Trevor G. Gates is cisgender, gay White male, social work educator interested in global social work practice, allyship, and inclusion with lesbian, gay, bisexual, transgender/ gender diverse, and queer+ communities.  Recent research includes exploring the impact of civic engagement and volunteerism on LGBTQ+ well-being. Trevor is also interested in international education in the Asia-Pacific regions, cultural responsiveness and online pedagogies.

Bindi Bennett

Associate Professor Bindi Bennett is a Gamilaraay cisgender mother, researcher and social worker. Her interests include trauma in mental health utilising animals, Aboriginal social work, Aboriginal identity and wellbeing as well as increasing cultural responsiveness in allied health. Bindi has over 20 years practice experience in the fields of Aboriginal social work, child and adolescent mental health, schools and health.

Donna Baines

Professor Donna Baines is a cisgender, White, straight woman. Her family originally immigrated to Canada from many parts of Europe, in some cases fleeing religious persecution or arrest for union organizing and, in others, trying to exit poverty. Her journey through social work was interrupted by stints as an organizer in the student, unemployed workers, peace, and feminist movements. Donna’s work draws on anti-oppressive, feminist, anti-racist, intersectionalist, anti-colonial and Marxist approaches.