Consequences and dynamics of barriers

At the end of the course, the successful student will know and be able to:

Articulate the history, meaning, consequences and dynamics of barriers that threaten, preclude or compromise the normal participation of selected vulnerable groups in Canadian social, economic and political institutions

Critically differentiate among various lenses to understand differential or discriminatory treatment of oppressed groups in society

Identify anti-oppressive practice values and the role these values play in leadership, and the development and implementation of strategies for change

Course Learning Outcomes

Online Learning

As this course is being delivered remotely, please see the following guidelines for expectations specific to the online environment.

Students should log on at least 5 minutes before the beginning of class to ensure that their camera, mic, and speakers are working.Students should be in a quiet spot where they can focus on the class and not distract other students. Example – in a quiet room in your home. Non-examples in a coffee shop, in the living room with the TV on.Students should make arrangements for other responsibilities during the class session, such as childcare, pets, etc.

Studying Online

If you wouldneedhelp and strategies, the following resources may be helpful to you


Students who do not have the necessary accommodations are not permitted to record lectures in any format (audio, video, photograph, etc.). Posting course materials or any recordings you may make to other websites without the express permission of the instructor may constitute copyright infringement.

Course Materials

List of Required Reading(s):

See weekly schedule of required readings which can be accessed bythrough Leddy Library course-reserve through Blackboard for book chapters (see *).


Reisch, M., & Garvin, C. D. (2016).Social work and social justice: Concepts, challenges, and strategies. Oxford University Press.

Social justice and gender

Social Justice and Racialized Communities

Bussey, S. R. (2020). Imperialism through Virtuous Helping: Baldwins Innocence and Implications for Clinical Social Work Practice.Journal of Progressive Human Services,31(3), 192-209.

Social justice for Indigenous peoples

Alfred, G. T. (2009). Colonialism and state dependency.Journal of Aboriginal Health, 5(2), 42-60.

List of Recommended Reading(s):See weekly schedule below.

Brodie, J. (2018). Inequalities & Social Justice in Crisis Times. In J. Brodie (Ed.), Contemporary Inequalities and Social Justice in Canada (pp. 3-25). Toronto, Canada: University of Toronto Press.

Mullaly, B., & West, J. (2018). Oppression: An Overview Challenging oppression and confronting privilege: A critical approach to anti-oppressive and anti-privilege theory and practice (3 ed., pp. 1-34). Toronto: Oxford University Press.

Library Resources

All of the Leddy Librarys online articles,ebooks, streaming videos and more are available through our website. If youre working remotely justto make sure you can find everything that is available to you.

Students will be able to borrow and access items from the Leddy Librarys print collection during the fall semester in two ways. The library will be offering a contactless print pickup service as well as a digitization request service. For more information please visit” target=”_blank” rel=”nofollow noopener”>

The library continues to offer a wide range of services for students including, Academic Data Centre support, resource troubleshooting and more. Please visitfor up to date information on all our services and hours.

Curriculum andWeekly Schedule

Each student is expected to attend each class, fully, and be on time.In addition, it is expected that, as adult-learners, you will make meaningful and informed contributions to in-class learning through frequent and ongoing participation. Students need to keep the instructor informed of progress and problems. This allows me to keep abreast of how well you are doing withrespect to integrating the learning in the course. It is far easierto deal with situations early rather than to wait until they become problems.

Note: Students and instructor will be given two 15-minute breaks and aone-hourlunch/dinner break per class day. The instructor reserves the right to revise the schedule if necessary to meet the learning needs of the class.

Topics AgendaWeeklyReadings

Day 1

Introduction to the courseForms of injusticeFoundations of social justice


Reisch, M., & Garvin, C. D. (2016).

Chapter 1, 2, and 3


Brodie, J. (2018).

Mullaly, B., & West, J. (2018).

Day 2

Social justice and social workSocially just practiceIntersectionalityAnti-oppressive social workSocial justice and individual and

family change

Socially just group work practice


Reisch, M., & Garvin, C. D. (2016).

Chapter 4, 5, and 6

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