Addis Ababa University

College of Social Sciences

School of Social Work

First Semester: 2021/2022 Academic Year

Module Code: BSWC 3021 Classroom: TBA

Module Name: Diversity and Social Work

Module Weight: 5 ECTS

Day & Time: Tuesday 9am to 12pm (Section A) and 2pm to 5pm (Section B)

Instructors: Wassie Kebede (PhD) Eshcol Teferra (MSW)

Telephone: 0911 44 27 01 Telephone: 0920720821

Email: wassiek7@gmail.com or
Email: eshcol.teferra@gmail.com
wassie.kebede@aau.edu.et

Course Description:

The contents of this unit module will focus on issues of diversity, oppression and social justice. It
is designed to prepare social work students to be knowledgeable of people’s biases based on
ethnicity, culture, religion, age, gender, sexual orientation, social and economic status, political
ideology, disability, race, class, and how these contribute to discrimination and oppression.
Students will learn about diverse cultural practices, family structure, roles, peace building and
conflict resolution, immigration and integration experiences of the peoples of Ethiopia. Students
will also learn about the influence of dominant culture on these diverse and marginalized
(populations at-risk) groups. Additionally, this unit module will examine the adaptive capabilities
and strengths of these marginalized groups and how such capabilities and strengths can be used
in effective social work practice. This unit module will assist social work students in
understanding the complex nature of the person in the environment taking into consideration the
dynamics of social oppression, diversity and social functioning. Students will explore their own
personal values, beliefs, and behaviors that may limit their ability to practice effective social
work with people of diverse backgrounds, in particular, disadvantaged and oppressed persons.
This unit module utilizes a systems and ecological perspective which provides a basis for
analysis of the social and physical environment as well as the political reality of diverse
populations.

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Learning Objectives:

By the end of the course offering, students will be able to:

● Understand the theoretical perspectives for multicultural social work practice

● Build knowledge on the dimensions of diversity.
● Develop the required competence to work with diverse groups
● Develop and apply techniques of social work intervention with diverse groups.
● Develop skills to describe equality, differences and diversity.
● Understand race and ethnicity from the social work practice perspective
● Understand cultural diversity and implication for multicultural social work practice
● Learn the role of social work in multicultural society.
● Understand cultural diversity and the implication for multicultural social work
practice.
● Develop knowledge on diversity in Ethiopia

Course Texts and References:

Adamu, Y. A. (2013). Diversity in Ethiopia: A historical overview of political challenges. The

International Journal of Community Diversity, (12), 17-27.

Bente Puntervold Bø (2015). Social work in multicultural society: New challenges and needs for
competence. International Social Work, 58(4), 562-574.

Carpenter, L.L. (2016). The development of cultural competence in social work practice and
education. MSW Clinical Research Paper, St. Catherines University and the University of
St. Thomas St. Paul, Minnesota.

Epple, S. Thupauville, S. (2012). Cultural diversity in Ethiopia: Between appreciation and

suppression. Paideuma, (58), 153-166.

Gaine, C. (Ed.) (2010). Equality and diversity in social work practice. Glasgow: Learning
Matters Ltd.

Gray, M., Midgley, J. & Stephen, A. (Eds.) (2012). The Sage handbook of social work diversity
and social work practice. London: Sage Publications Ltd.

Newfoundland and Labrador Association of Social Workers (2016). Standards for cultural
competence in social work practice.

Sue, W.D., Rasheed, N.M. & Rasheed, M.J. (2016). Multicultural social work practice (2nd
Edition). New Jersey: John Wiley & Sons.

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White W.B. (2008). Comprehensive handbook of social work and social welfare. New Jersey:
John Wiley & Sons Inc.

Teaching Philosophy and Method:

This unit module will be given along the line of critical pedagogy. Lecturing, dialogue, critical
thinking, reflection, role play, and group discussion will be used as methods of teaching and
learning this unit module. The instructor of the unit module will provide the students with
lecturing to help students be able to be introduced to the knowledge base arrays of ethnic
diversity and social work practices with ethnically and culturally diverse groups. Students are
also highly encouraged to construct their own experiences, reflect their critical thinking, and
invest and share their local assets and cultural resources during the class discussions throughout
the unit module.

Class Schedule:

Session Month & Date Hours Topic Content Readings

Session 1 November 2, 3hrs Course introduction

2021 and Defining
diversity: Part 1

Session 2 November 9, 3hrs Defining diversity: a. Introduction White et al

2021 Part 2 b. diversity and social (2008) pp.
work paternalism 395-408
c. diversity and social
work pioneers
d. diversity and
theoretical frameworks
Session 3 November 16, 3hrs Diversity and social a. What is culture Laura L.
2021 b. Diversity and social Carpenter,
(Test 1) work B.A.
c. Social work and
cultural
competence-brief
description
d.

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Session 4 November 23, 3hrs Cultural competence a. Definition Newfoundland
2021 b. what is cultural & Labrador
competence Association of
c. Standards for Social
Cultural Competence in Workers
Social Work Practice (2016)
d. types of cultural Laura L.
competence Carpenter,
e, Criticism of cultural B.A.
competence
Session 5 November 30, 3hrs Why is cultural a. Defining social work
2021 competence in social and cultural
work a vital skill? competence
b. Embracing cultural
competence in social
work practice
Session 6 December 7, 3hrs Theoretical a. Theoretical Sue et al (n.d)
2021 perspectives for perspectives for pp. 43=58
multicultural social competent
multicultural social
work practice
work practice
(Test 2) b. Implication for
multicultural social
work practice
Session 7 December 14, 3hrs Equality, differences a. Introduction Gaine, PP.1-17
2021 and diversity b. feelings and attitudes
c. When is the
Mid examination difference relevant?
date d. Shifting perspectives
about relevance
Session 8 December 21, 3hrs Race and ethnicity a. Introduction Gaine, PP.
2021 b. Understanding 88-101
terminology
c. Race and the law
d. Understanding our
position as
professionals

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Session 9 December 28, 3hrs Faith and religion a. Introduction Gaine, PP.
2022 b. Definitions and 102-116
terminology
c. Identity issues
d. Value and legal
conflicts
e. Common sense and
challenging inequality
Session January 4, 2022 3hrs Diversity and social a. Diversity across the Gray et al
10 work practice Globe
b. Approaches to
multiculturalism
c. Diversity and social
work practice
d. From working across
to working through
difference
Session January 11, 2022 3hrs Cultural diversity and a. Voices of diversity Sue et al (n.d)
11 implication for and marginalization pp. 22-34
multicultural social b. The multiple
dimensions of human
work practice
identity
c. Individual and
universal biases in
social work
d. Multicultural
challenges in social
work

Session January 18, 2022 3hrs Social work in a. Communication Bente

12 multicultural society problems caused by Puntervold
lack of a common Bø, 2015
language
b. Communication
problems cause of
different code of
behavior
c. Family relations and
cultural differences
d. Structural
deficiencies
e. Professional practice
in pluralist society

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Session January 25, 2022 3hrs Diversity in Ethiopia: a. Diversity during the Adamu, 2013
13 A historical overview early modern Ethiopia
of political challenges b. Diversity during the
Imperial regime
c. Diversity during the
Derg regime
d. Diversity during the
EPDRF regime

Course Evaluation:

Students’ performances in relation to the course shall be evaluated based on the following criteria.

Class Attendance and Participation (5%): There will be 5 marks for full attendance of lecture classes.
However, absence of one class will make students subject to reduction of 2 marks per absenteeism from
the total earned marks in addition to other administrative measures.

Tests (20%): There shall be two separate tests which will be marked out of 10% each.

Mid exam (20%): There will be a mid-examination that will be administered in the middle of the
semester.

Group project (20%): Students will engage in group projects (by taking COV-19) into account to
practically exercise the theoretical knowledge they learn in the classroom in the field by gathering and
analyzing data of their own interest. Separate guidelines for the group project will be prepared and given
to students.

Final examination (40%): Students will sit for the final examination as per the University schedule.

Classroom Rules and Expectations:

In the classroom it is important to respect the following rules.

● Wear facemasks all the time and avoid unnecessary crowding.

● Leave adequate space between seats while seated.
● Do not defame classmates
● Do not cheat by any means
● Do not use mobile phones while in lecture classroom
● Be in the classroom three minutes prior to the beginning of the class. No student is allowed to
enter class after the instructor is in the classroom.
● Attend attentively all lectures and take notes of their own

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 ● Read the assigned textbooks and reference materials

Expected roles

The Instructors:

● Identify text books and other reading materials and make them available for students
electronically.
● Prepare clear guidelines for reading assignments, projects and sit examinations.
● Prepare class lectures and deliver accordingly.
● Post consultation dates and hours on their office doors and provide advice to students based on
their request.
● Review reading assignments and projects and provide feedback.
● Invite students individually and in group for consultation and advice when the need arises.
● Support students in any academic matters in relation to this course work.

Students:

● Attend classes regularly.

● Respect all classroom rules.
● Initiate course consultation services.
● Perform all tasks in relation to the course according to the guidelines to be given by the instructor.
● Discuss all matters in relation to the course with the instructor in a constructive manner.
● Respect the academic rules of the University.
● Promote group support strategy among the student peers.

Grading scales

According to the AAU grading scale.