Sharing the Story: Living in the Shadow of Ferguson
DATE: September 25, 2017
CE Hours: 1.25
Kimberly Carter and Jill Schreiber
DescriptionLearning ObjectivesIndividual Rates
Two social work faculty of a predominantly white social work program on the edge of St. Louis share how they wrestled with the impact of race on power, privilege, and oppression in the shadow of events in Ferguson, Missouri. Discussion will focus on encouraging interracial dialogue for social work colleagues and students.
I. Activity - Recognition of Racially Charged Incidents & Impact on Participants's Campus Climate
II. SIUE & Ferguson Story
a. - About SIUE
b. - About SW Dept
c.. - Faculty Perspectives/Backgrounds
III. Ferguson - in the backyard of SIUE
a.. - SIUE Response
b.. - Social Work Dept Response
IV. Analyzing the Response
a. minority and non-minority faculty
V. Responses & Dialogues
a. Curricular Innovations, Letters, & Talks with students
b. Challenges to Response
c. Inadequate or Inappropriate Responses
VI. Implications for Minority Faculty & Campus Climate
A message from the Social Work Leadership Forum (2014, December). Retrieved from http://secure.sswr.org/a-message-from-the-social-work-leadership-forum/
Bender, S. W. (2016). Campus Racial Unrest and the Diversity Bargain.
Council for Social Work Education (2014). Programmatic Responses to Current Examples of Social Injustice. Retrieved from http://www.cswe.org/Meetings/75592.aspx
Gayles, J. G., Kelly, B. T., Grays, S., Zhang, J. J., & Porter, K. P. (2015). Faculty teaching diversity through difficult dialogues: Stories of challenges and success. Journal of Student Affairs Research and Practice, 52(3), 300-312.
Dessel, A., Rogge, M. E., & Garlington, S. B. (2006). Using intergroup dialogue to promote social justice and change. Social work, 51(4), 303-315.
Garcia, B., & Soest, D. V. (1999). Teaching about diversity and oppression: Learning from the analysis of critical classroom events. Journal of Teaching in Social Work, 18(1-2), 149-167.
Garcia, B., & Soest, D. V. (2000). Facilitating learning on diversity: Challenges to the professor. Journal of Ethnic and Cultural Diversity in Social Work, 9(1-2), 21-39.
Harper, S. R. (2017). Racially Responsive Leadership. Challenges in Higher Education Leadership: Practical and Scholarly Solutions.
Lewis, C. (2014, August 18). Ferguson begs for a grand response from social work. [Web log post]. Retrieved from http://crispinc.org/2014/08/18/ferguson-county-begs-for-a-grand-response-from-social-work/
Wise, T. (2015). Awareness, sensitivity and checking our privilege are not enough: Reflections on whiteness and American Higher Education. Journal Committed to Social Change on Race and Ethnicity, 1(1), 82-100.
Zuniga, X., Naagda, B. R. A., & Sevig, T. D. (2002). Intergroup dialogues: An educational model for cultivating engagement across differences. Equity &Excellence in Education, 35(1), 7-17.
Primary Content Level: Intermediate
After completing this workshop, participants will be able to:
Individual Registration Rates
CE Accreditation Information
Requirements for Earning CE Contact Hours for an audio conference:
Registration Fee and Refund Policy: The registration fee (for non-members only) covers participation in the full conference session, as well as costs associated with producing a continuing education certificate. Upon request via made email or telephone up to one week prior to this session, a registrant will receive a full refund (minus a processing fee). No refunds can be provided after this time.
Grievance Procedure: Any individual who has a complaint regarding any aspect of this regional conference is encouraged to communicate in writing to the executive director of NACSW within 30 days after the conference. The executive director will conduct a review and respond in writing within 30 days of receiving this complaint. For more information, contact the NACSW office at firstname.lastname@example.org or 203-270-8780.
Accommodations: Please contact NACSW, 888-426-4712, at least 30 days before the event if you would like to request a special accommodation.
Training Format and Interactivity: Audio conference webinars have been designed so that individuals or groups may participate simply by calling in to a designated telephone number provided by NACSW. In addition, interested participants may simultaneously log into this workshop via their computers or mobile devices to follow the presenter's PowerPoint presentation on-line, see the presenter on screen, and engage in interactive chat during the session. Although this session is a form of distance education, participants have direct access (via their telephones) to the presenter at several intervals during the webinar when participants' phone lines are unmuted to facilitate question and answer sessions with the presenter. In addition, participants will be able to ask questions and make comments via a chat feature embedded in the webinar software, to which the presenter is able to respond during the session. Lastly, presenters' email addresses are made available to participants should they want to contact the presenter after the audio conference webinar.