Search Results (25)

This paper explores the complex power dynamics of UK social work higher education through an autoethnographic account of a Black woman course leader’s experiences over a period of two years, focusing on issues related to race, internalized oppression, and class. Drawing on Critical Race Theory (CRT), narrative analysis, and lived experience, it examines how systemic inequities manifest through three interlinked themes: (a) academic contrapower harassment (ACPH), (b) internalized oppression and toxic team dynamics, and (c) the interplay of harassment, institutional failure, managerial inaction, and the marginalization of social work as a discipline. This study illustrates how the intersectionality of multiple identities—namely, race, gender, and professional identity—impacts career progression, well-being, and institutional inclusion. This study examines the tensions between social work’s ethical foundations and performance-driven academic environments, advocating for systemic and policy interventions to stimulate institutional reform and cultivate a more equitable culture that enhances educational outcomes and, ultimately, improves social work practice. Full article

This article explores the impact of internalized oppression on young women of colour in Norway, focusing on how it unfolds across individual life trajectories. Drawing on a qualitative methodology, the study is based on narrative in-depth interviews with thirteen participants aged 18 to 35. The findings reveal that internalized oppression, particularly related to physical appearance, emerges early in life and is often reinforced through social interactions such as bullying, exclusion, and racialized commentary. These experiences frequently convey implicit preferences for whiteness, leading to marginalization and insecurity during adolescence. In response, several participants engaged in practices of assimilation, altering their physical appearance in attempts to embody features aligned with dominant white norms. In adulthood, many of these women have developed a critical awareness of internalized oppression and are engaged in processes of decolonizing their self-perceptions through solidarity with other women of colour. Nevertheless, they continue to grapple with lingering internalized biases. This study highlights the need for further research into the life narratives and everyday experiences of racialized individuals to better understand how they navigate, resist, and unlearn internalized oppression—while also considering the gendered dimension of how such oppression works. Full article

This article examines the Muslim Brotherhood’s strategic framing of democracy and human rights in Egypt following the 2013 military coup, contributing to scholarship on the movement’s adaptation to repression and political exclusion. Employing framing analysis, this study analyzes official statements from Ikhwanonline from 2015 to 2024, when the old guard regained control over the organization’s messaging, in order to explore how the movement operated to reclaim political legitimacy amid repression, exile, and internal fragmentation. The findings indicate that despite the failure of its strategic commitment to democracy as a pathway to political dominance—culminating in its ousting—the old guard continues to espouse this framework. The movement frames its predicament and struggle as part of the Egyptian people’s broader fight against oppression and authoritarianism. This rhetorical continuity persists despite internal divisions and reformist calls for a more proactive approach, highlighting the movement’s reliance on established discursive strategies not only to confront regime repression but also to avoid engaging with questions of institutional reform. Full article

The colonization of Latin America generated a legacy of suffering and irreparable loss, subjugating peoples and cultures and perpetuating structures of oppression. This article investigates how Frida Kahlo’s life and work can be thought of from the neo-Testamentary category of “kenosis”, in the sense of self-emptying that leads to resistance and openness to transcendence. The Mexican painter’s art reflects not only her personal pain but also social marginalization, gender inequality, and the impact of colonization, becoming a visual testimony to the kenosis experienced by the Latin American people. The aim of the study is to analyze how Frida Kahlo’s art resignifies pain and suffering, transforming them into an instrument of denunciation, resistance, and reinvention of herself in the face of colonial oppression and social marginalization. Methodologically, the following paintings were selected: Unos cuantos piquetitos, Las dos Fridas, El abrazo del amor del universo, la tierra (México), Diego, yo y el señor Xólotl, La columna rota, and Diego Rivera y Frida. The theoretical approach privileges voices from the continent but also includes contributions from international scholars. The results point to Frida Kahlo’s art as a visual testimony of the kenotic experience lived by the Latin American people, a space of encounter with the divine where suffering is transformed into resistance, revelation, and hope. Her work represents a path of overcoming, breaking with the invisibility imposed by colonization and offering possibilities for liberation and affirmation of cultural and spiritual identity. Full article

The COVID-19 pandemic and the confinement experience have significantly affected the relationship between young adults and their parents. The present study focuses on the design and validation of the Perceived Young Adult Lockdown Parental Relationship Scale (PYALPRS), a measure assessing two dimensions of the child–parent relationship associated with the COVID-19 lockdown period: Oppression-Conflict and Closeness-Support. After a phase of construct definition and item design and purification, 100 Italian young adults (M = 24; SD = 3.9) were recruited to explore the factor structure of the scale. Then, a sample of 259 Italian young adults (aged 18–35; M = 24; SD = 3.8) was used to demonstrate the psychometric validity of the scale. The results of our confirmatory factor analysis, which resulted in high goodness of fit scores, support two identifiable factors reflecting the theory-based constructs of the PYALPRS. Moreover, internal consistency and convergent and divergent validity analyses show that the PYALPRS can be considered a reliable and valid instrument. ANOVA demonstrated that there were significant differences between being a cohabitant or single as well as between different perceptions of the home space during lockdown on the Oppression-Conflict dimension, while a larger home space perception was associated with the Closeness-Support dimension. Full article

Worldwide, social work educators’ teaching and learning practices are founded on social justice principles and recognised for their evidence-based, interpersonal, cross-cultural, and problem-solving approaches. Placements are integral to social work education preparing students for practice. Learning experienced on such placements, particularly those involving research, can assist students to develop a broad understanding of diversity, inequality, and anti-oppressive practice in local, national, or international contexts. Technology-enhanced, online research opportunities have revolutionised research placements. This article offers a reflective dialogue on the insights gained from two transnational, technology-enhanced social work research-based placements. The first example reviews three student-led, rural-focused inquiries completed in Australia and Ireland; the second pertains to students physically situated in Ireland and who engaged in collaborative online projects while completing their USA-based social work placements online. The authors reflect on the experiences and the skills the students developed and how the application of technology helped meet an increasing need for environmentally sustainable practices in teaching, learning, and research on placement. Publicly available student reflections on significant knowledge and practice benefits gained from their transnational experiences are considered. The study highlights how reflective practice assisted in the enactment of research in online contexts. Full article

FOB (fresh-off-the-boat) is a term used to refer to unassimilated immigrants or sojourners, which has created a divide within the Asian community. In this study, we coined the term FOBism, a form of internalized racism (or appropriated racial oppression) that intersects with assimilation, and we developed a measure of FOBism. We created a 14-item, 3-factor FOBism Scale and evaluated its psychometric properties among a sample of 296 Asians in the United States. Exploratory structural equation modeling (ESEM) was utilized to select items and evaluate the factorial validity. Results yielded a strong factor structure, internal consistency reliability, and construct validity. Construct validity was demonstrated through FOBism scores’ positive correlations with measures of within-group discrimination and internalized racism, and negative associations with an Asian cultural orientation. The FOBism Scale is a promising measure that could be used as an assessment tool and to raise awareness of the phenomenon. Full article

The purpose of this manuscript is to enhance the understanding of how racial, social, and cultural factors influence animal-assisted counseling (AAC). As AAC gains popularity, there is an increasing need for clinicians to practice cultural humility and awareness. While AAC has proven beneficial, clinicians must consider the diverse cultural, religious, and trauma-related perceptions of animals. The American Counseling Association (ACA) has established AAC competencies that highlight the importance of understanding these social and cultural factors, assessing past animal-related trauma, and evaluating client suitability for AAC in the United States. Similarly, in 2018, the International Association of Human-Animal Interactions Organizations (IAHAIO) and, in 2024, the Association of Animal-Assisted Intervention Professionals (AAAIP) set standards for competencies related to clients’ cultural backgrounds, trauma, and historical oppressions related to certain species. By addressing these considerations, clinicians can better promote and protect the welfare of both clients and therapy animals. While these organizations generally emphasize ethical standards, professional guidelines, and safeguarding client–animal relationships, this manuscript advocates for a more robust examination of cultural, racial, and societal factors in the use of AAC. This includes not only recognizing the ethical implications but also understanding how diverse backgrounds and access disparities shape the effectiveness, acceptability, and accessibility of AAC interventions. This approach integrates culturally responsive practices and promotes a deeper exploration of how race, culture, religion, and societal factors influence human–animal relationships. Full article

For people from communities experiencing poverty and oppression, education, particularly higher education, is a means to ensure upward socioeconomic mobility. The access to and attainment of education are issues of social and economic justice, built upon foundational experiences in primary and secondary settings, and impacted by students’ cultural and socio-political environments. 6. The 2020 murder of George Floyd, the Black Lives Matter movement, ongoing discourse around immigration, and COVID-19-related hate targeting people of Asian American descent prompted national calls to dismantle social and systemic racism, spurring diversity, equity, inclusion, and accessibility (DEIA) initiatives, particularly in education. However, these efforts have faced opposition from teachers who have told students that all lives matter, and racism does not exist in many American classrooms Loza. These comments negate students’ experiences, suppress cultural and identity affirmation, and negatively impact student wellness and academic performance. Forged in this polarized environment, two longtime community organizers and educators, an indigenous person living away from her ancestral lands and a multiracial descendant of Japanese Americans interned during WWII, whose identities, experiences, and personal narratives shape the course of their work in and outside of the physical classroom, call on fellow educators to exercise y (2018) component of the archeology of self, a “profound love, a deep, ethical commitment to caring for the communities where one works”, by adopting a framework to encourage this profound love in students, acting not just as a teacher, but as a sensei. The word sensei is commonly understood in reference to a teacher of Japanese martial arts. The honorific sensei, however, in kanji means one who comes before, implying intergenerational connection. Sensei is an umbrella expression used for elders who have attained a level of mastery within their respective crafts—doctors, teachers, politicians, and spiritual leaders may all earn the title of sensei. The sensei preserves funds of knowledge across generations, passing down and building upon knowledge from those who came before. The Student Empowerment through Narrative, Storytelling, Engagement, and Identity (SENSEI) framework provides an asset-based, culturally affirming approach to working with students in and beyond the classroom. The framework builds on tools and perspectives, including Asset-based Community Development (ABCD), the Narrative Theory, Yosso’s cultural community wealth, cultural continuity, thrivance, community organizing tenets, and storytelling SENSEI provides a pedagogy that encourages students to explore, define, and own their identities and experiences and grow funds of knowledge, empowering them to transform their own communities from within. The SENSEI framework begins by redefining a teacher as not simply one who teaches in a classroom but rather one who teaches valuable life lessons that transcend colonial conceptualizations of the teacher. In colonized contexts, teachers function to maintain hegemony and assert dominance over marginalized populations. In the SENSEI framework, teachers are those who disrupt colonial patterns and function to reclaim the strengths and voices of the communities they serve. In the SENSEI framework, students are not relegated to those enrolled in classrooms. As with a sensei, a student exists to counter hegemony by embracing and enacting their cultural wealth Educators must help counter harmful narratives and encourage students to identify the strengths that lie within themselves and their communities. Collective forms of narrative that value identity can ensure the continuity of a community or a people. The stories of students’ histories, traditional practices, and resilience can help disrupt harms, many that have lasted for generations, so they may not just survive, but thrive. Full article

With the global economic downturn, the impact on internal systems of Chinese SMEs has also received great attention. However, the provocative and destructive nature of retaliation behavior by SME employees shifts resources meant for organizational system development towards addressing internal balance issues. Employees’ retaliation behavior poses significant harm to organizations systems, limiting their long-term sustainability and competitiveness in the long run. This study argues for a close relationship between employee behavior and leadership management style, particularly in the context of inadequate management systems in SMEs, which can easily subject employees to direct influence from their leaders. For example, abusive supervision or oppressive practices at the management level can trigger resistance and rebellious behavior among employees, leading them to choose retaliatory actions as a response to the organizational system. This study aims to explore the causal relationship between abusive supervision and retaliation behavior within the system. We aim to clarify the pathway through which abusive supervision triggers retaliation behavior among employees within the system and examine the serial multiple mediating effects of psychological distress and negative emotions as well as the moderating effect of workplace incivility. To validate the hypotheses proposed in this study, a survey was conducted among employees of Chinese SMEs. The data provided by 303 employees were analyzed using SPSS ver. 26.0, AMOS ver. 23.0, and SPSS PROCESS Macro 3.4.1 Model 6. The findings indicate that abusive supervision has an indirect effect on employee retaliation behavior through the serial multiple mediating effects of psychological distress and negative emotions. Workplace incivility moderated the influence of negative emotions on retaliation. This study explored the process by which abusive management triggers retaliative behavior through a serial multiple mediation model, providing theoretical evidence for related research. This study explicitly reveals the process leading to retaliation behavior within the system and presents the differences from previous research. Additionally, this study demonstrates the interactive effect between abusive supervision and incivility through the moderating role of incivility in determining the level of retaliation behavior. Ultimately, this study has pioneering significance in exploring the causes of retaliation behavior within the Chinese SME organizational system and how to prevent the occurrence of retaliation behavior. Full article

This article draws on a twenty-year relationship of short-term interventions with Dalit communities living in informal settlements, sub-cities and urban villages in Mumbai, that have sought to create public theatre events based on research by and with communities that celebrate, problematise and interrogate sustainable urban living. In looking back over the developments and changes to our working methods in Mumbai, I explore how the projects priorities the roles of the community as both researchers and artists. I consider where a specific applied theatre project, which focuses on site specific storytelling with Dalit communities in Worli Koliwada and Dharavi, functions on a continuum of interactive, participatory, and emancipatory practice, research and performance. Applied Theatre practices should not and cannot remain static, they need to be constantly reformed and as practitioners and researchers we need to constantly re-examine the ways in which we work. This chapter poses two central questions: firstly, can this long-term partnership between practitioners, researchers and artists from the UK and India working with community members genuinely be a space for co-creating knowledge and theatre? And secondly, if so, is this Theatre-based Research or Research Based Theatre? I interrogate Applied Theatre’s potential to create a space of cognitive justice, which must be the next step for applied theatre, along-side its more widely accepted aims of searching for social and spatial justice and which places the community as both artists and researchers. The Dalit social reality is one of oppression, based on three axes: social, economic and gender. The chapter explores how working as co-researchers and the public performance of their stories has been a form of ‘active citizenship’ for these participants and is a key part of their strategy in their demand for policy changes. In looking forward I ask how working in international partnerships with community members can promote cognitive justice and go beyond a merely participatory practice. I consider why it is vital for the field that applied theatre practice includes partners from both the global south and north working together to co-create knowledge, new methods of practice to ensure an applied theatre knowledge democracy. In doing so I will discuss if and how this work might be considered to be Theatre-based Research. Full article

This article delves into the creation a fictional city solely for the development of Japanese American internment camps and the way in which sustainable arts and crafts played a significant role in ensuring survival in such a hostile environment. To this aim, we searched the literature and reviewed archives, primarily from the American West Coast. We demonstrate that beyond adaptation to the circumstances, the visual representation of the new city’s settlement, founding, and daily activities, instead of adding to the typical panoptic or sombre prison imagery, remains inscribed in the images selected by the inmates, and that the use of such images precisely fostered the inmates’ resiliency. This leads us to deduce that such ’city fiction’ was necessary in this case for survival and endurance, and that its artistic representation was primarily incorporated into the State’s ideological apparatus. On the other hand, occasional fissures subtly seethed with the violence exerted in the camps. In this way, we conclude that the artistic activity itself justified the city fiction, among other situations, revealing the conditions of systemic violence and oppression faced by the internees. Within this framework, we deem that the artworks hereby generated constitute a paramount historical document for resiliency’s sake. The arguments contained herein are still relevant, because everywhere around the world, situations of exclusion and confinement of displaced immigrants, or simply those considered misfits, are repeated time and time again. Nor have we alleviated the issue in any way today, since we disregard the lessons learned from the past. Full article

“Who can find a virtuous woman?” (Prov. 31:10 KJV). My entire life, I have heard and read messages about the “virtuous” woman, as depicted in Proverbs 31:10–31. Though many herald this character as the standard for godly women, I find her portrayal problematic. She is depicted as a one-dimensional worker bee, never engaged in rest, recreation, or relationship building. Further, her spiritual location and formation go unmentioned. How did such a limited illustration become the religious paradigm by which women and girls are measured? At its root is white supremacist, patriarchal, capitalistic misogyny (WSPCM), employed in churches to consign women to “safe”, secondary status while still using them as workhorses and sources of income to keep institutions viable. Once internalized, women and girls bear the crushing weight of an unhealthy, unattainable achievement, struggling to become a fictitious, unrealistic figure. In this article, I refute the WSPCM interpretation of the Proverbs 31 woman as the standard for faithful, Spirit-filled women, offering instead a liberative paradigm grounded in womanist hermeneutics, ethics, and spirituality. This approach provides a critique of and corrective for the oppressive, erroneous, and dangerous interpretations of “virtue” and “womanhood” that do violence to female personhood, especially in the name of religion. Full article

South Africa has a colonial and apartheid past of social injustice, epistemological oppression, and exclusion. These mechanisms are historically inscribed in the designs, practices, and content of higher education—including in occupational therapy curriculum. If these historical markers are not consciously interrogated, patterns of reproduction are reified along the fault lines that already exist in society. The focus of this article is to demonstrate how an archaeological Foucauldian method was crafted from foundational Foucauldian archaeology analytics and existing approaches of Foucauldian discourse analysis to unearth the rules of the formation of the occupational therapy profession. These rules pertain to the formation of (a) the ‘ideal occupational therapist’; (b) who had a say about the profession; (c) the ways of preferred reasoning; and (d) underlying theoretical themes and perspectives about the future. Data sources for this archaeology analytics included commemorative documents of universities on the origin of their programmes; historical regulatory documents; and the South African Journal of Occupational Therapy archive from the period 1953–1994. The analysis rendered two subthemes for each of the rules of formation including ‘white exceptionalism’, white male national, and international, regulatory bodies, the profession’s know-how practical knowledge, and its need for recognition within a bio-medical paradigm. Unearthing the historical markers of a curriculum and viewing it as discourse may enable a conscious reconfiguration thereof. Full article

Following periods of conflict and instability during the oppressive regime of the Khmer Rouge (1975–1978) and the period of Vietnamese occupation (1978–1992), the Kingdom of Cambodia has adopted policies and initiatives that aim to ensure greater equity and stability across all services in the country as a signatory to international agreements for the promotion of universal primary education (United Nations 2015). The education of children with disabilities continues to present challenges to both policy makers and service providers in Cambodia, though government agencies have made a commitment and invested resources to improve facilities and increase awareness of the difficulties experienced by children and families. Previous studies of provision for children on the autism spectrum in Cambodia suggest that they are little understood and that many experience difficulties accessing appropriate services or support. However, these reports have often been based on localised small-scale studies and have not provided a broader national perspective of the situation. A national analysis of the situation for persons with autism was conducted to provide a more detailed picture of the experiences of children with autistic spectrum disorders and their families. Data were collated using focus groups and interviews with service users and providers from a purposive stratified sample across the country. The findings reveal that a limited awareness and understanding of autism amongst both professionals and the general public has limited opportunities for development. Education facilities and expertise are limited, and access to therapeutic and specialist medical provision is poor. The pervasive nature of poverty has been a major contributory factor in the slow development of and accessibility to services to this population. A number of recommendations have been made and are being used to shape future policies for children with autism and their families in Cambodia. Full article