Underlying Ideologies and Social Engagement

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The different theories presented in Chapter 6 highlight the importance of being aware of the underlying assumptions and ideology that guide how we engage with each other, and how our institutions can either perpetuate or eliminate discriminatory practices. For example, the policies and practices derived from a standpoint informed by deficiency theory will contribute to a dynamic of privilege and oppression. 1. Jewelle Gomez writes, “but people are not artichokes. It is very helpful in a therapeutic situation to peel each leaf and get to the heart of what has formed a personality. But in human social interaction it is by exploring the full construction and interaction of the layers of character that we find the heart. To twist an old geometry principle—the whole equals more than the sum of its parts” (p. 432). To what extent do the ideas put forth by Robbins et al. regarding cultural competence and intergroup competencies help social workers resist the damaging and discriminatory reductionist tendencies described by Gomez? This may entail reflecting upon the similarities and differences of cultural competence and intergroup competencies. How does the Ruth Dean article (assigned in week 2) further deepen our understanding of how to ethically and respectfully engage clients? [Question 1] 2. One of the concerns encountered while in the field were refugee parents sharing concerns regarding the behavior of their school aged youth. How does the Robbins et al chapter shed light on why these challenges may occur, and how social workers could respond. Feel free to incorporate some of the ideas from the other assigned chapters into your response. [Question 2]

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