Putting Principles Into Practice: Addressing Historical Trauma, Mistrust, and Apprehension in Research Methods Courses

The social work profession has articulated commitments to acknowledging and affirming how diversity and culture shape the human experience and to developing social workers who can competently engage in research-informed practice and practice-informed research. However, there remains a need in social...

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Bibliographic Details
Published in:	Journal of social work education 2016-01, Vol.52 (1), p.69-78
Main Authors:	Henderson, Zuleka, Acquaye-Doyle, Lucinda A., Waites, Shayna, Howard, Tyriesa
Format:	Article
Language:	eng
Subjects:	Anxiety Black Colleges Black perspectives Classrooms College students Culturally Relevant Education Curricula Educational Practices Educational Principles Heritage Education Historically Black Colleges & Universities Methods Courses Multiculturalism & pluralism Principles Professional practice Professional training Research Methodology Social History Social work Social work education Social work research Social workers Teaching Teaching Methods Teaching Models Theory Practice Relationship Trauma Trust Trust (Psychology) Undergraduate students
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Summary:	The social work profession has articulated commitments to acknowledging and affirming how diversity and culture shape the human experience and to developing social workers who can competently engage in research-informed practice and practice-informed research. However, there remains a need in social work education for more widespread use of culturally relevant pedagogies that can help achieve these goals. Informed by historical trauma theory and the Black perspective, this article presents a model we used for teaching research to master's-level social work students at a historically Black university. The article describes assignments and classroom exercises that were used and discusses the implications of this model for culturally informed research curricula that promotes antioppressive research in diverse classroom settings.
ISSN:	1043-7797 2163-5811