Managing race in social work education policy

Abstract

This article traces the discursive and technical ‘moves’ that characterized a ten‐plus‐year struggle to incorporate issues of race and racial inequity into the accreditation standards for Canadian social work schools. Its intent is not to provide a chronological account but rather to describe and analyse the various ways in which the problem of race and racial domination was represented. The article is constructed on two sources of primary data: 1. Semi‐structured qualitative interviews that were conducted with 13 Canadian social work educators between May 1999 and November 2000; and 2. Textual data in the form of letters, minutes of meetings and reports housed in the archives of the Canadian Association of Schools of Social Work (CASSW).

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