Abstract
The Council on Social Work Education’s 2022 Educational Policy and Accreditation Standards require for the first time in social work education’s compliance history, that social work programs prepare future social workers with the knowledge, awareness, and skills to practice anti-racist social work. Studies suggest that because social work faculty largely did not study anti-racist social work practice in their own formal education, that they do not have their own sufficient knowledge, awareness, and skills of anti-racist social work practice to implement anti-racist social work pedagogy. Studies also suggest that most social work faculty in the United States are open to building their capacity to engage with anti-racist pedagogy. This banded dissertation addresses the lack of comprehensive research and strategy for anti-racist pedagogy within social work education with three scholarly products: A new conceptual framework aimed at building faculty capacity, reflexivity, and ability as faculty evolve their anti-racist pedagogy, a qualitative research study exploring United States-based faculty perceptions and engagement with anti-racist pedagogy, and a peer-reviewed conference paper presentation about the conceptual framework. Building the capacity of faculty is timely and critical for the future of the social work profession, and more, for the building of a world without racism.