Embracing the Power of Unlearning in Social Work Education: A Call to Action

Dr. Oleksandr (Sasha) Kondrashov

Over the last 17 years of teaching experience in Canada, I have witnessed firsthand the transformative power of learning and unlearning in social work education. Throughout my teaching at Dalhousie University, the University of Manitoba, Wilfrid Laurier University, Thompson Rivers University, and the University of Northern British Columbia, I have guided more than 6000 students on their journeys to becoming competent, compassionate, and critically reflective social work and family social sciences practitioners.

Drawing from my extensive experience and the invaluable insights gained from my students, I drafted a comprehensive list of over 40 unlearning objectives essential for social work students to embrace as they navigate their educational and professional paths. These objectives challenge students to confront and dismantle the preconceptions, biases, and assumptions that may hinder their ability to engage in genuinely transformative and inclusive social work practice.

The unlearning objectives cover a wide range of critical topics, from recognizing and challenging personal biases to understanding the complexities of social welfare policies and the importance of self-care in ethical practice. I emphasize the need for students to unlearn the notion of a one-size-fits-all approach and to embrace the unique gifts, experiences, and perspectives of the diverse communities they will serve.

Throughout my recent teaching experiences, I have been mainly influenced by students in research, social policy, and practicum courses. These students have consistently reminded me of the crucial role that unlearning plays in personal and professional growth. They have demonstrated the courage to question long-held assumptions, engage in difficult conversations, and adapt their approaches to the ever-changing social, economic, and political landscapes.

My commitment to fostering a culture of unlearning in social work education is rooted in the belief that progress and social justice can only be achieved when we are willing to critically examine and dismantle the structures, practices, and beliefs perpetuating oppression, privilege, and marginalization. I encourage my students to embrace discomfort as an opportunity for growth and to recognize that unlearning is a lifelong process that requires ongoing self-reflection, humility, and a willingness to learn from the wisdom of the communities they serve.

As I present this list of unlearning objectives, I want to express my deepest gratitude to the students at Dalhousie University, the University of Manitoba, Wilfrid Laurier University, Thompson Rivers University, and the University of Northern British Columbia, who have inspired me to learn and unlearn throughout my teaching career continually. Your insights, challenges, and dedication to social work have shaped my approach to education and commitment to promoting a more just and equitable society.

In sharing these unlearning objectives, I hope to inspire current and future social work students to embrace the transformative power of unlearning and to recognize that their personal and professional growth is inextricably linked to their willingness to question, challenge, and reimagine the world around them. I invite students to join me on this journey of unlearning, knowing that together, they can create meaningful and lasting change in the lives of the individuals, families, and communities they serve.

• Unlearn personal biases and preconceptions: Students should actively work to identify and challenge their biases, stereotypes, and prejudices about individuals, groups, and communities they will work with as social workers.
• Unlearn the saviour complex: Students should unlearn that they are there to “save” or “fix” their clients and instead focus on empowering and supporting them in their journey of growth and change.
• Unlearn the idea of a one-size-fits-all approach: Students should recognize that each client and situation is unique and requires a tailored approach rather than applying a generic set of solutions.
• Unlearn the medical model of mental health: Students should move away from a purely medicalized view of mental health and instead adopt a holistic, person-centred approach that considers the social, cultural, and environmental factors influencing an individual’s well-being.
• Unlearn the notion of the social worker as an expert: Students should recognize that clients are the experts in their own lives and that the role of a social worker is to collaborate with them, facilitate their self-determination, and hold sharing space.
• Unlearn dominant cultural narratives: Students should critically examine and unlearn dominant cultural narratives perpetuating oppression, inequality, and marginalization of particular societal groups.
• Unlearn the idea that theory always translates seamlessly into practice: Students should understand that while theoretical knowledge is essential, it may not always align perfectly with the complexities of real-world situations, requiring flexibility and adaptability.
• Unlearn the notion that self-care is optional: Students should recognize that self-care is essential to ethical and effective social work practice, not a luxury or an afterthought.
• Unlearn the assumption that policies are neutral: Students should recognize that policies are shaped by political, economic, and social factors and can perpetuate or alleviate inequalities.
• Unlearn the notion that social welfare is a burden: Students should challenge the perception that social welfare programs drain society and instead recognize their crucial role in promoting social justice and well-being.
• Unlearn the idea that policy change is solely a top-down process: Students should understand that grassroots movements, community organizing, and collective action can also drive policy change.
• Unlearn the primacy of quantitative research: Students should recognize the value of qualitative and mixed-methods approaches in capturing marginalized communities’ lived experiences and perspectives.
• Unlearn the notion of researcher objectivity: Students should acknowledge that researchers bring their own biases and positionality to their work and must actively work to mitigate their impact on the research process.
• Unlearn the extractive nature of traditional research: Students should learn to conduct research in a participatory, collaborative, and empowering manner, centring the voices and needs of the communities they work with.
• Unlearn the idea that practicums are just about applying theory: Students should recognize that practicums are also opportunities for critical reflection, personal growth, and learning from the wisdom and experiences of clients and communities.
• Unlearn the notion that the practicum supervisor always knows best: Students should learn to trust their instincts, critically examine guidance, and advocate for their learning needs and goals.
• Unlearn the separation between personal and professional selves: Students should understand that their personal identities, experiences, and values are integral to their professional development and ethical practice.
• Unlearn the idea that discomfort is a sign of weakness: Students should learn to embrace discomfort as an opportunity for growth and to lean into difficult conversations and situations as part of their professional development.
• Unlearn the notion that social work is apolitical: Students should recognize that social work is inherently political and that advocating for social justice requires engaging with political systems and processes.
• Unlearn that social work is only about individual interventions: Students should understand the importance of working at the community and structural levels to address the root causes of social problems.
• Unlearn the pathologization of marginalized communities: Students should challenge narratives that frame marginalized communities as inherently dysfunctional or deficient and instead recognize their strengths, resilience, and agency.
• Unlearn the assumption that social work is a neutral profession: Students should recognize that historical and ongoing power dynamics shape social work and must actively work to dismantle oppressive structures and practices.
• Unlearn the notion that cultural competence is a fixed endpoint: Students should understand that cultural humility is a lifelong process of self-reflection, learning, unlearning, and growth.
• Unlearn the idea that social work is a solo endeavour: Students should recognize the importance of collaboration, teamwork, and interdisciplinary partnerships in effective social work practice.
• Unlearn the notion that self-disclosure is always inappropriate: Students should learn to use self-disclosure judiciously and strategically to build rapport and trust with clients.
• Unlearn that social work is only about problem-solving: Students should understand the importance of prevention, early intervention, and strengths-based approaches in promoting well-being.
• Unlearn the assumption that all clients want to change: Students should respect clients’ self-determination and autonomy, even when their choices differ from what the social worker believes is best.
• Unlearn the notion that social work is a linear process: Students should recognize that change is often non-linear and that setbacks and challenges are a normal part of growth.
• Unlearn that social work is only about individual counselling: Students should understand the diverse range of roles and settings in which social workers operate, including community organizing, policy advocacy, and program development.
• Unlearn that social work is a one-way relationship: Students should recognize that clients have valuable knowledge, skills, and experiences to contribute to the helping process.
• Unlearn the assumption that all social workers have the same values: Students should recognize the diversity within the profession and engage in ongoing dialogue and reflection about their values and ethical commitments.
• Unlearn the idea that social work is only about helping others: Students should prioritize their self-care and well-being as an essential part of ethical and sustainable practice.
• Unlearn the notion that social work education is only about acquiring knowledge: Students should understand that social work education is also about developing critical thinking skills, self-awareness, and ethical judgment.
• Unlearn that social work research is only about proving what works: Students should recognize the importance of exploratory, participatory, and action-oriented research in generating new insights and driving social change.
• Unlearn the assumption that all evidence-based practices are universally applicable: Students should critically examine the cultural relevance and contextual fit of evidence-based practices and adapt them as needed.
• Unlearn the notion that social work is a value-neutral profession: Students should recognize that social work is guided by a set of core values, including social justice, dignity and worth of the person, and the importance of human relationships.
• Unlearn that social work is only about helping individuals: Students should understand the importance of working with families, groups, organizations, and communities to achieve social change.
• Unlearn the assumption that all social workers are equally competent: Students should recognize the importance of ongoing professional development, supervision, and consultation to enhance their skills and knowledge.
• Unlearn that social work is only about addressing problems: Students should understand the importance of promoting social and emotional well-being, resilience, and thriving.
• Unlearn the idea that social work is a static profession: Students should recognize that social work constantly evolves in response to changing social, economic, and political contexts.
• Unlearn the assumption that all clients are motivated to change: Students should understand the complex interplay of individual, interpersonal, and structural factors that shape clients’ readiness for change.
• Unlearn the notion that social work education is a solo journey: Students should actively seek peer support, mentorship, and collaborative learning opportunities to enhance their personal and professional growth.

Over 40 unlearning objectives represent a groundbreaking contribution to social work education in Canada and beyond. By challenging students to confront and dismantle the preconceptions, biases, and assumptions that may limit their effectiveness as social work practitioners, I have provided a roadmap for personal and professional growth that is both comprehensive and deeply impactful.

The unlearning objectives presented here are not meant to be a definitive or exhaustive list but a starting point for ongoing dialogue, reflection, and action. I recognize that the field of social work is constantly evolving and that new challenges and opportunities for unlearning will continue to emerge as we strive to build a more just and equitable society.

To that end, I invite social work educators, students, and practitioners across Canada and worldwide to engage with these unlearning objectives and contribute their insights and experiences to this critical conversation. I encourage individuals and institutions to adapt and expand upon this list, tailoring it to the unique needs and contexts of their communities and practice settings.

By incorporating these unlearning objectives into social work course outlines, we can transform how social work education is conceptualized and delivered. We can create learning environments prioritizing critical self-reflection, cultural humility, and a commitment to dismantling oppressive and privileged structures and practices. We can equip future social workers with the skills, knowledge, and values they need to effect meaningful change in the lives of the individuals, families, and communities they serve.

As we move forward, let us embrace the power of unlearning as a catalyst for personal and collective growth. Let us recognize that the journey towards a more just and equitable world requires us to continually question our assumptions, to listen to the voices of those who have been marginalized and oppressed, and to take action in solidarity with those who are fighting for change.

The list of unlearning objectives is a testament to the transformative potential of social work education and a call to action for all those who believe in the power of social work to create a better world. Let us heed that call and work together to build a future in which every individual has the opportunity to thrive, free from oppression and injustice.

In the spirit of collaboration and shared learning, I invite social work educators, students, and practitioners to contribute their unlearning objectives to this list. By pooling our collective wisdom and experiences, we can create a more comprehensive and inclusive guide to unlearning that reflects the diverse perspectives and contexts of social work practice around the globe.

Together, let us embrace the challenge of unlearning, knowing that through this process of critical self-reflection and growth, we can truly fulfill the transformative potential of social work education and practice.

PS: I have included a bonus of ten+ unlearning objectives for anti-privilege and anti-oppressive work

• Unlearn the notion that oppression and privilege are solely individual issues: Students should recognize that oppression and privilege are systemic and structural issues that require collective action and institutional change.
• Unlearn the idea that anti-oppressive work is optional or peripheral to social work: Students should understand that anti-oppressive practice is central to the values and ethics of social work and should be integrated into all aspects of their work.
• Unlearn the assumption that everyone experiences oppression and privilege in the same way: Students should recognize that individuals’ experiences of oppression and privilege are shaped by their unique social identities and contexts.
• Unlearn the notion that anti-oppressive work is the sole responsibility of marginalized communities: Students should understand that those with privilege have a responsibility to use their power and resources to support anti-oppressive work and to challenge systems of oppression.
• Unlearn the idea that anti-oppressive work is a one-time event or training: Students should recognize that anti-oppressive practice requires ongoing learning, unlearning, and commitment to personal and systemic change.
• Unlearn the notion that social workers are immune to perpetuating oppression: Students should critically examine their privilege, biases, and complicity in systems of oppression and actively work to dismantle them in their personal and professional lives.
• Unlearn the assumption that all social work interventions are inherently anti-oppressive: Students should critically analyze the potential for social work interventions to perpetuate oppression and actively work to develop and implement anti-oppressive alternatives.
• Unlearn the idea that anti-oppressive work is a burden or a drain on resources: Students should recognize that anti-oppressive work is an investment in the long-term well-being and liberation of all individuals and communities.
• Unlearn the notion that anti-oppressive work is a linear or predictable process: Students should understand that anti-oppressive work is often messy uncomfortable, and requires flexibility, adaptability, and resilience.
• Unlearn the assumption that anti-oppressive work is solely about individual attitudes and behaviours: Students should recognize that anti-oppressive work also requires systemic and institutional change, including changes to policies, practices, and power structures.
• Unlearn the idea that anti-oppressive work is a zero-sum game: Students should understand that dismantling systems of oppression and privilege benefits everyone and that true liberation is interconnected and collective.
• Unlearn the notion that anti-oppressive work is optional for social workers with privilege: Students should recognize that those with privilege have a moral and ethical obligation to use their power and resources to support anti-oppressive work and to challenge systems of oppression.