Unraveling Anti-Blackness in K-12 Education Through Social Work Practice: A Systematic Literature Review

Unraveling Anti-Blackness in K-12 Education Through School Social Work Practice: A Systematic Literature Review

Kimberly Chinn

University of Kentucky, College of Social Work

SW 876-201: Critical Issues in Social Work Education

Dr. Alison Wetmur

October 13, 2024

Abstract

The pursuit of education for Black students has been marked with violence, resource inequities, and systemic oppression. Anti-blackness, a form of racism, continues to harm Black students and negatively impact their academic achievement. School social workers are uniquely positioned as members of school leadership who address students' emotional, mental, and social health. School social workers are also tasked with challenging social injustice and facilitating an environment of inclusivity and anti-oppressive practices. Despite the valuable expertise school social workers provide to combat anti-Blackness, there is an absence of research discussing their role in social justice and diversity interventions. The purpose of this literature review is to discover how school social workers can take a more prominent role as social justice advocates through culturally informed practice. This includes the use of Critical Race Theory (CRT) as a framework to unravel systemic racism in K-12 education.

Keywords: anti-Blackness, social work, school social work, critical race theory, K-12 education