Christian fundamentalist religious beliefs, expressed by social work students, present a challenge to the social work educator. In this paper we explore the tensions between Fundamentalism, diverse sexual orientation and gender expression and social work pedagogy. Particularly, we focus on how an anti-oppressive pedagogical approach, while important to providing educational equality for students with diverse gender expressions and sexual orientations, has some limitations when working with students with Fundamentalist beliefs. We wonder whether there is a reasonable limit on inclusivity. The prospect of negotiating fundamentalism raises questions that require a critical reflection on our own belief systems, a rethinking of social work anti-oppressive values and ethics, and a consideration of our role as educators within the academy.

Additional Metadata
Keywords Anti-oppression, Diversity, Education, Fundamentalism, Pedagogy, Religion, Sexuality, Social work, Spirituality
Persistent URL dx.doi.org/10.1300/J067v27n03_02
Journal Journal of Teaching in Social Work
Citation
Todd, S, & Coholic, D. (Diana). (2007). Christian fundamentalism and anti-oppressive social work pedagogy. Journal of Teaching in Social Work, 27(3-4), 5–25. doi:10.1300/J067v27n03_02