Using Feminist Classroom Rules to Model Empowerment for Social Work Students

Abstract

This paper describes a set of feminist classroom rules adapted for the undergraduate social work classroom. The rules were utilized to help students examine and practice interactions which underscored empowerment principles aimed at ending discrimination, enhancing the capacity of clients to meet their needs, and promoting social justice. The rules provide a framework for examining racism, classism, sexism, heterosexism, and other institutional forms of oppression and privilege in American society. The paper examines the feminist rules in the context of a project designed to teach empowerment to students. Implementation strategies for social work educators and implications for researchers are discussed.

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