Description
The Critical Reflective Journal assignment serves as a platform for you to engage deeply with course materials, discussions, activities, and readings. Through reflective writing, you will explore your thoughts, emotions, and learning experiences, fostering self-awareness, understanding, and personal growth.
Instructions
1. Each journal entry should span between 3 to 5 pages.
2. Engage with class materials, activities, discussions, and required readings to guide your reflection.
3. Reflect on your experiences, opinions, insights, and challenges related to the course content.
4. Address questions, uncertainties, connections, and alternative perspectives that have arisen.
5. Utilize a subjective writing style to express your thoughts, emotions, and critical analysis.
Guidelines:
1. Your reflective writing should go beyond description and involve analysis, exploration, and introspection.
2. Balance personal expression with academic engagement, minimizing colloquial language.
3. Employ personal pronouns (‘I,’ ‘my,’ ‘we’) as appropriate.
4. Address various aspects such as your perceptions of the course, insights, experiences, and connections to prior knowledge.
5. Aim for a thoughtful blend of logic, experience, and personal voice in your writing.
Unformatted Attachment Preview
Critical Reflective Journal Assignment 2
Purpose
The Critical Reflective Journal assignment serves as a platform for you to engage deeply with course
materials, discussions, activities, and readings. Through reflective writing, you will explore your thoughts,
emotions, and learning experiences, fostering self-awareness, understanding, and personal growth.
Instructions
1. Each journal entry should span between 3 to 5 pages.
2. Engage with class materials, activities, discussions, and required readings to guide your reflection.
3. Reflect on your experiences, opinions, insights, and challenges related to the course content.
4. Address questions, uncertainties, connections, and alternative perspectives that have arisen.
5. Utilize a subjective writing style to express your thoughts, emotions, and critical analysis.
Guidelines:
1. Your reflective writing should go beyond description and involve analysis, exploration, and
introspection.
2. Balance personal expression with academic engagement, minimizing colloquial language.
3. Employ personal pronouns (‘I,’ ‘my,’ ‘we’) as appropriate.
4. Address various aspects such as your perceptions of the course, insights, experiences, and connections
to prior knowledge.
5. Aim for a thoughtful blend of logic, experience, and personal voice in your writing.
Guidelines
APA Format
Page Length: 3-5pgs
Sources:
Format Font and margins according to APA format. MS Word.
Grading
For grading criteria, refer to the rubric in the assignments tab on Moodle.
Due
Submit on selected week on your syllabus.
•
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Reference material
View Human Rights Campaign: Mental Health in the Queer & Trans BIPOC Communities –
Indian Child Welfare Act – Educational Resource Video
Re-visioning family therapy through a culture lens – Monica McGoldrick -uploaded the article.
Incorporating Intersectionality Into Psychology: An Opportunity to Promote Social Justice and Equity
Lisa Rosenthal Pace University- uploaded the article
Intersectionality as a Useful Tool: Anti-Oppressive Social Work and Critical Reflection Tina Mattsson1 –
uploaded the article.
Criteria
Depth of
Reflection
25pts
Excellent
Demonstrates
exceptional depth of
reflection, delving into
profound insights and
personal growth related
to the course content.
Analysis and
Critical
Thinking
25pts
Shows exceptional
analysis and critical
thinking, presenting
well-developed
connections between
personal experiences,
course materials, and
broader implications.
Integrates a wide range
of course materials,
incorporating diverse
sources to support
reflections and insights
effectively.
Expresses ideas and
reflections with
exceptional clarity,
precision, and
eloquence.
Integration of
Course
Materials
20pts
Clarity of
Expression
15pt
Proficient
Exhibits a solid level of
reflection, showcasing
meaningful insights
and personal
development in
connection to the
course content.
Demonstrates
proficient analysis and
critical thinking,
establishing clear links
between personal
experiences, course
materials, and
broader implications.
Integrates relevant
course materials
effectively, using
various sources to
support reflections
and insights.
Communicates ideas
and reflections clearly
and effectively, with
minimal instances of
ambiguity.
Basic
Displays basic
reflection, capturing
some insights and
personal growth
related to the course
content.
Limited
Shows minimal
reflection with
limited insights or
personal growth in
connection to the
course content.
Displays basic
analysis and critical
thinking, outlining
some connections
between personal
experiences, course
materials, and
broader implications.
Integrates some
course materials to
support reflections
and insights, but may
lack diversity or
depth.
Presents ideas and
reflections with basic
clarity, occasional
instances of
ambiguity may arise.
Presents limited
analysis and critical
thinking, with weak
connections
between personal
experiences, course
materials, and
broader implications.
Integrates minimal
course materials,
with limited use of
sources to support
reflections and
insights.
Communicates ideas
and reflections with
limited clarity,
making it challenging
Article
Intersectionality as a Useful Tool:
Anti-Oppressive Social Work
and Critical Reflection
Affilia: Journal of Women and Social
Work
2014, 29(1) 8-17
ª The Author(s) 2013
Reprints and permission:
sagepub.com/journalsPermissions.nav
DOI: 10.1177/0886109913510659
aff.sagepub.com
Tina Mattsson1
Abstract
This article introduces intersectionality as a usable tool for critical reflection, which as a part of the
critical social work tradition aims to challenge oppression and inequality. It is argued that in critical
reflection, oppression and injustice are often understood in general terms and that oppression and
inequalities related to gender, sexuality, class, and race therefore risk being neutralized and
undetected. The suggestion is made that by using an intersectional approach, which focuses the
interplay and complexity between gender, sexuality, class, and race, critical reflection gets the
capacity to keep central power relations in urgent focus.
Keywords
anti-oppressive social work, critical social work, critical reflection, intersectionality, oppression
Introduction: Oppression and Critical Social Work
Critical and radical social work has been occupied with oppression and the ways through which
social structures shape social work practice since the 1960s. It criticizes traditional social work for
maintaining and reinforcing oppression and inequality, as social problems are usually understood as
an effect of the individual’s lack of ability to cope with everyday life. By the view of critical social
workers and researchers, social work should be a practice with an ambition to challenge inequality,
marginalization, and oppression at a structural level by using structural understandings of social
problems (Adams, Dominelli, & Payne, 2002; Bailey & Brake, 1975; Dominelli, 2002; Pease &
Fook, 1999; Sakamoto & Pitner, 2005).
The interest in critical and anti-oppressive social work has increased during the last decades, and
several critical social work theorists have stressed the need for critical perspectives in a world
affected by and dependent on globalization and market economy (Dominelli, 2002; Fook, 2002;
Lewis, 2001; Morley, 2004; Stepney, 2005). Globalization creates economical standardization and
increasing economical dependency between states. At the same time, it increases Western, industrialized countries’ monopolies of technological, financial, communications, and weaponry resources.
1
School of social work, Lund University, Lund, Sweden
Corresponding Author:
Tina Mattsson, School of social work, Lund University, Box 23, SE-221 00 Lund, Sweden.
Email: tina.mattsson@soch.lu.se
Mattsson
9
Within this context, governmental power is eroding and democratic control over policy is decreased
as transnational corporations and international banks are becoming stronger (Dominelli, 2002; Fink,
Lewis, & Clarke, 2001; Fook, 2002; Lewis, 2001; Morley, 2004; Stepney, 2005). Neoliberal principles have become dominant and affect the conditions of social work practice as the welfare states’
services are minimalized. For example, in Sweden, the public monopoly of welfare services has been
replaced by freer forms and has been exposed to competition between social services producers. The
social security system is confined and excludes a growing number of people. These changes are
hardly unproblematic, as they result in increasing social exclusion, poverty, and marginalization
(Höjer & Forkby, 2011; Schierup & Ålund, 2011). For critical social work practice, which aims
to challenge oppression and injustice, these changes implicate growing demands on usable tools for
critical practice and for the critical social worker in Sweden, as well in other Western societies.
Critical reflection has been developed as part of this need and aims to bring knowledge of how
social structures affect social work practice (Brookfield, 2009; Dominelli, 2002; Fook, 2002).
Critical theorists have introduced reflection as a way for the social worker to develop awareness
of how she and social work practice uphold oppression as part of an unreflective, everyday practice.
By understanding oppression as a result of ordinary people’s unconscious thoughts and feelings, it is
possible to emphasize how oppression and injustice are upheld not first and foremost by outspoken
racism, homophobia, or sexism, but by actions, thoughts, and feelings in everyday life (Essed, 1996;
Young, 1990). For example, as Young (1990) explains, oppression might be understood as:
. . . the vast and deep injustices some groups suffer as a consequence of often unconscious assumptions
and reactions of well meaning people in ordinary interactions, media, and cultural stereotypes, and structural features of bureaucratic hierarchies and market mechanisms—in short, the normal processes of
everyday life. (Young, 1990, p. 21)
For social work practice, this implies that a social worker might uphold and reproduce social
structures and oppression even though they might just be doing their job with good intentions.
Critical reflection deals with this challenge and focuses on the social worker and her unconscious
assumptions and actions as part of reinforcing and maintaining oppression. By critical reflection, the
social worker is getting knowledge and insights of how social structures work in everyday life, and
therefore becomes capable of working against oppression and injustice (Brookfield, 2009; Dominelli, 2002; Fook, 2002; Fook & Gardner, 2007; Mattsson, 2010; Morley, 2004; Pitner & Sakamoto,
2005). In this article, I will argue that critical reflection is an important but challenging approach to
social work. In the tradition of critical reflection, oppression and inequality are understood and
explained in general terms, and gender, sexuality, class, and race are not emphasized as central categories of oppression and injustice. They therefore risk being unrecognized and neutralized when
critical reflection is used in practice, especially since it is often particularly challenging to visualize
oppression and inequality that relates to the social worker herself, her professional role and her
private life, and not just to the client’s vulnerability and exclusion. As a critical and antioppressive practice, social work needs a usable tool to be able to stay focused on gender, sexuality,
class, and race to be able to visualize and understand oppression and injustice. Combing critical
reflection and intersectionality might be a useful premise for this purpose.
Intersectionality: Oppression as Complexity
Intersectionality might be explained as an analytical ambition to explore gender, sexuality, class, and
race as complex, intertwined, and mutual reinforcing categories of oppression and social structures
(Davis, 2008; de los Reyes & Mulinari, 2005). The background of intersectionality is found in feminist theory, which started to work with this complex understanding of gender to capture women’s
10
Affilia: Journal of Women and Social Work 29(1)
different experiences of oppression during the 1990s. A main point for feminists was the ability to
capture inequality and oppression within groups of women, and not only among women and men
(Collins, 1989, 1990; Crenshaw 1991; hooks, 1989; Lorde, 1984; Rich, 1993).
Intersectionality has become a central way for feminist research to understand how women are
positioned in patriarchy as well as within other systems of oppression, for example, those of class
and race (Davis, 2008). Although the perspective is quite well used, it is also conceptualized and
used inconsistently. For example, intersectionality has been described as a theory, a method, a perspective, a concept, and a framework (Carbin & Edenheim, 2013; Davis, 2008; Mehrotra, 2010).
Different understandings and uses of intersectionality argue that the perspective might be used as
a way to understand individuals’ multiple identities, interlocking systemic inequalities at the level
of social structures or multiplicity of social, historical, and cultural discourses (Chang & Culp,
2002; Davis, 2008; de los Reyes & Mulinari, 2005; Lykke, 2010; McCall, 2005; Yuval-Davis,
1997).
In social work, intersectionality has been used as an analytical approach during recent years and it
has been a way to understand both complex identities and how social structures affect people’s living
conditions (Eliassi, 2010; Fahlgren, 2013; Fahlgren & Sawyer, 2005; Grönvik & Söder, 2008;
Mattsson, 2005, 2010; Mehrotra, 2010; Murphy, Hunt, Zajicek, Norris, & Hamilton, 2009; Pease,
2010; Sawyer, 2012). Mehrotra (2010) argues that intersectionality is usable in social work and that
different intersectional approaches in analysis strengthen the field. Drawing on McCall’s (2005)
typology, she describes different approaches in intersectional analysis usable for social work: an
intercategorical approach that aims to understand how different social groupings are affected by
structural inequalities and how identity is determined and shaped by social structures. Intracategorical approaches focus on diversity within social groups and illuminate lived experiences, multiple
identities, and standpoints of people who are situated in the intersections of numerous oppressions.
The third approach, the anticategorical, are generally aligned with a poststructuralist feminism that
challenges the idea of social categories such as gender, sexuality, class, and race, and problematizes
categories as real, fixed, homogenous, and bound by social structures (McCall, 2005; Mehrotra,
2010).
Using intersectionality, critical reflection might be understood as a mix of the different
approaches (cf. Sandberg, 2013). A central aim for the reflection should be to understand the complexity of categories and power relations. At the same time, it must be stressed that the aim is to
disclose and challenge social structures and oppression, which is why the anticategorical approach
should be combined with an intercategorical approach which stress structural inequalities between
different groups and how identity is shaped by social structures.
Critical Social Work and Critical Reflection
A dilemma for the critical tradition in social work during the 1960s and 1970s was the difficulties in
using the structural understandings of social problems in clinical social work on an individual level.
A structural understanding of social problems tends to be far away from the client’s everyday life.
Social workers works and adapts in relation to organizations and bureaucratic rules, managers
demands, and sometimes also to community cultures. In this context, it’s easy to feel powerless and
without personal responsibility and it is sometimes hard to hold on to ideological and political ideals
focusing structural change (Brookfield, 2009; Fook, 1993, 2002; Fook & Gardner, 2007; Mclaughlin, 2005; Morley, 2004; Stepney, 2005). Critical social work aims to challenge these problems and
in recent years important works has been done by Jan Fook, who has also been working together with
Fiona Gardner (Fook, 2002; Fook & Gardner, 2007). Fook (2002) might be understood as developing critical social work by changing the focus from how social structures affect people’s living
conditions, to focusing on how social structures affect social work practice, and the social workers’
Mattsson
11
ideas, emotions, and reactions. Fook argues that critical social work needs to be a critical reflection
which helps the social worker to develop her professional role in relation to an understanding of
social structures and the globalization context. She argues that critical reflection is a way to bring
practice and theory together in a way that develops awareness of the ability to contribute to social
change (Fook, 2002; Fook & Gardner, 2007; cf. Brookfield, 2009; Dominelli, 2002; Mattsson, 2010;
Morley, 2004; Pease, 2006; Pitner & Sakamoto, 2005; Sakamoto & Pitner, 2005).1
The critical reflection that Fook introduces aims to deconstruct our experiences and knowledge in
a way that gradually illustrates how we are part of and sustain social structures and oppression
(Fook, 2002; Fook & Gardner, 2007). To reflect critically means to focus on a chosen event or situation and to analyze the feelings, thoughts, and actions it involves in a way that opens up alternative
ways of understanding. By the new ways of comprehending, it is possible for the social worker to
become more aware of how social structures affect her, the client, and social work practice. The
reflection gives alternative and more dynamic ways to comprehend, and therefore develops more
complex understandings of social problems, the client, the social workers’ positions, and the interaction with the client. By using a complex way of thinking, the social worker not only can develop an
understanding of her own assumptions and conceptions, she might also in time change her way of
thinking and acting as a result of her increasing knowledge (Brookfield, 2009; Fook & Gardner,
2007; Pitner & Sakamoto, 2005; Sakamoto & Pitner, 2005). By this process, a possibility to challenge social structures and oppression is created, as the social worker develops an ability to work
in ways that might challenge social structures and stereotypical images of clients. The critical
reflection, therefore, is seen as a potential for social work to be a profession which actually changes
society, since the social worker is able to change her actions when she understands how social
structures affect social work practice.
In Fook’s critical reflection, gender, sexuality, class, and race are implicit, but not in focus. She
opens up the space for working on power and oppression related to, for example, gender and race;
yet, she does not put them in the foreground, as she uses general understandings of power and
oppression (also see Fook & Gardner, 2007; Morley, 2004). I would like to argue for taking one
more step by using critical reflection with the specific ambition of analyzing and changing gender,
sexuality, class, and race oppression. My argument is that critical reflection with the ambition to
explore and disclose social structures and oppression needs to stay focused on gender, sexuality,
class, and race, since these are elementary power relations with respect to marginalization, oppression, and injustice. It is also important to stress how these power relations tend to be habitual and
taken for granted, which makes them particularly hard to make visible and keep in analytical focus;
this is why it is especially important to work with a clear ambition to recognize them in critical social
work practice.
An intersectional analysis aims to explore oppression and inequality focusing the interplay
between different categories of oppression. The approach is based on a key understanding that gender, sexuality, class, and race are intertwined and reinforced ‘‘in and through relation to each other’’
(McClintock, 1995, s. 5, emphasis in original). No structure or category is homogenous, and the
intersection between gender, sexuality, class, and race creates oppression and inequality both within
and among groups (Davis, 2008; de los Reyes & Mulinari, 2005; Lykke, 2010). Intersectionality is a
usable approach for critical social work since it highlights gender, sexuality, class, and race and
makes it possible to understand and problematize the unequal relation between the social worker and
the client in a complex way.
Theoretical Points of Departure
The critical tradition in social work has traditionally found its theoretical framework in structural
theories. When developing the theoretical base for critical reflection, Fook finds her theoretical
12
Affilia: Journal of Women and Social Work 29(1)
framework in postmodern and poststructural theories. She argues for the possibility of using these
approaches, as they manage to dispute and deconstruct the presupposed in a way that opens up for
variations, subordinated narratives, contradictions, and complexities. The poststructural approach
brings an understanding of reality to be a reflection of both external and internal structures of thinking. This places power relations situated in both external and internal structures—an understanding
which opens up for the individual as a bearer and reproducer of social structures. Postmodernism
calls the production of knowledge into question and understands knowledge as socially constructed.
It recognizes the importance of context and highlights how knowledge is mediated by cultural,
political, and social assumptions. The scientific idea of external, objective reality is problematized,
as knowledge is understood as intimately connected with subjective values and judgments. Facts
become facts as they are constructed as parts of historical, social, and political interests. For postmodernism, the aim is to open up for different experiences and to give them place and legitimacy
in a way that gives room to question dominating truths and knowledge (Fook, 2002, s. 11ff; Fook
& Gardner, 2007, s. 33; Morley, 2004). This approach is useful and important for critical reflection
since it provides space for reflection which manages to question dominating ways of understanding
social problems, clients, and the social work profession.
Fook (2002) starts with the postmodern understanding of knowledge and then she develops a
splendid theoretical framework for critical reflection. She uses poststructural understandings of language, power, and discourse in a way that brings understanding of how social structures affect social
workers at an individual level. Without a doubt, when her theoretical approach is used in critical
refection, the reflection surely becomes a way to bring theory and practice together in a way that
can make oppression and power relations visible. Even though, there are two problems with Fook’s
theoretical framework worth discussing. One is the incapacity of postmodernism to handle power
relations. The postmodern aim to open up and investigate alternative knowledge and experiences
in a way that is not interested in what is true or more accurate, also opens up for relativism where
all knowledge and experiences are equally truthful. Postmodernism is focused on the deconstruction
of the truth rather than to actually investigate and illustrate power relations and social structures. If
critical reflection aims to explore and change social structures, postmodernism is not unproblematic
since it bears the risk of falling into relativism. Fook’s solution of this problem is to combine her
postmodern approach with Foucault’s theory on power (Fook, 2002; Fook & Gardner, 2007). Even
though I really do like this solution, I see a problem in that Fook stays with an understanding of
power which does not emphasize the specific aspects of social structures related to gender, sexuality,
class, and race. This is the second problem in her theoretical framework; that is, gender, sexuality,
class, and race are not highlighted as central social structures and forms of oppression.
Using intersectionality as a basis for the reflection would take the critical reflection one step further. Understanding intersectionality as a way to explore how power relations are created and reinforced by the interplay between gender, sexuality, class, and race, it is possible to keep them in
urgent focus. In theoretical practice, this means to combine postmodern thinking and poststructural
theories on gender, sexuality, class, and race. As intersectionality is not a theory in itself, there is a
need for developing a theoretical framework. It is possible to use the same general understandings of
how structures, power, and identities work and affect our lives as Fook recommends, but with the
difference that specific theories which explain aspects of gender, sexuality, class, and race
structures, are necessary. Intersectionality gives a specific ambition to hold on to and understand
interaction between gender, sexuality, class, and race as a basis for—and upholding of oppression
and inequality (cf. Davis, 2008, p. 73). By using an intersectional approach and, for example, poststructural feminist and postcolonial theory, the reflection would be based in a tradition of understanding how social structures affect people’s living conditions which also emphases gender,
sexuality, class, and race (cf. Carbin & Edenheim, 2013). This would solve both the problem with
the postmodern relativism and the problem with the risk of neutralizing or making aspects of gender,
Mattsson
13
sexuality, class, and race invisible when not emphasizing them in the theoretical framework. Gender,
sexuality, class, and race are crucial categories for understanding oppression and injustice. At the
same time, they tend to be normalized and invisible, which makes them challenging to recognize,
explore, and transform (Dominelli, 2002). Critical reflection needs a powerful understanding of the
relation between oppression and the intersection of gender, sexuality, class, and race. A reflection
carried out without that kind of understanding risks reinforcing oppression and injustice.
Intersectionality in Social Work Practice
Following is a structure in three steps for how to critically reflect on a specific incident: (inspired by
Fook, 2002, p. 43, 89ff; Fook & Gardner, 2007; Mattsson, 2010; Morley, 2004).
Step 1: Start with identifying a critical incident and describe it with as much specific details as
possible. It could be any practice experience that made you stop and think, and react on what
have happened. Write down your description, as writing is a good way to think the incident
through, and to actually remember it and its different parts. It is natural that your description
develops as you are writing it.
Step 2: Make a critical reflection on your description. Start with identifying power relations
operating in the incident. By using intersectionality as a base for the reflection, it is possible
to stay focused on gender, sexuality, class, and race as central categories of oppression and how
they actually work in and affect social work practice. When understanding how power relations
might affect the social worker, the client, and the social work organization, it is possible to
investigate alternative understandings and actions.
Step 3: Reconstruct and redevelop new and emancipating strategies for theory and practice which
are possible, as the social worker identifies and understands the means of social change and
recognizes her agency and her own construction of power.
The three steps give structure for critically working through an incident or situation. By making
reflections, it is possible to explore new ways of thinking and feeling about the chosen incident. It is
possible to find other ways to understand what has happened and the role the social worker plays in
the situation. The structure is important in doing the reflection, as its various steps are what keeps
focus on analysis and evolves new insights and understandings.
Step 2 is a crucial analytical part of the reflection, and using intersectionality as a tool especially
affects this step. It is in this step that intersectionality as an approach is practiced, and where analysis
and theory are in focus. Theory is important in critical reflection; without theory it is hard for the
reflection to actually bring new understandings of the incident, understandings that reveal the effects
of power in the situation. Power relations related to gender, sexuality, class, and race are difficult to
actually see, recognize, and acknowledge. For example, in Sweden, a gendered-balanced workforce
is often stressed as important in social work practice. Gender balance is understood as necessary both
according to gender equality policies and to an understanding of women and men as completing each
other in corresponding to what is perceived as males and females different needs in treatment.
Indirectly, male and female social workers come to represent femininities and masculinities that are
supposed to be heterosexual, middle class, and ‘‘Swedish.’’ As a result, they tend to uphold and
reproduce stereotype gender and class hierarchies, heterosexual norms, and white Swedish
supremacy (Fahlgren, 2013; Mattsson, 2005; Sawyer, 2012; cf. Lewis, 2001). By using feminist and
postcolonial theory which both use a critical approach to shed light on social orders that are usually
taken for granted and therefore reinforce and uphold oppression and injustice at the same time, the
critical reflection enables understanding power beyond the common sense that usually makes us
blind to it and its effects. The critical reflection with its focus on gender, sexuality, class, and race
14
Affilia: Journal of Women and Social Work 29(1)
brings awareness and knowledge on how power relations work and affect the social worker, and how
the social worker herself functions as a bearer of these structures. By using an intersectional
approach in critical reflection, the reflection will show how conceptions of social workers,
‘‘clients,’’ and social problems are constructed and upheld. It will do this by asking deconstructing
questions about used understandings and concepts: What is included and incorporated in the social
workers understandings of herself and of the ‘‘client?’’ What is excluded? What is visualized? What
remains unnoticed and invisible? How does this contribute to the positions of the social worker as
normal and the ‘‘client’’ as deviant? And most importantly, how does these constructs uphold conceptions and power relations related to gender, sexuality, class, and sexuality?
By these kinds of questions, raised with poststructural feminist and postcolonial understandings
which are used when reflecting on the answers, critical reflection will give urgent answers on how
these constructions reinforces oppression and injustice in case of gender, sexuality, class, and race,
and it will make a more complex understanding of the social worker, the ‘‘client,’’ and of social
problems possible. The reflection becomes a usable tool to make the ‘‘unconscious assumptions and
reactions of well meaning people’’ (Young, 1990, p. 41) conscious and visible.
Step 3 in the critical reflection reminds us of the importance of the reflection being antioppressive and challenging of power relations. It is at this point that the social worker can explore
alternative ways of handling different power relations. When understanding the effects of power
relations and how gender, sexuality, class, and race intersect and reinforce each other, the social
worker can develop an alternative thinking and alternative actions. By understanding, she can start
working in a way that challenges, rather than reinforces oppression and injustice. This work,
however, demands continuous reflection; there is no finishing or end point in doing critical social
work or in being a critical social worker. The critical social worker never knows it all.
Critical Reflection and Intersectionality Challenges
Intersectionality practiced in critical reflection is probably best described as a combination of the
anticategorical and the inter-categorical approach (McCall, 2005; Mehrotra, 2010). The reflection
aims to understand and challenge the complexity of different categories which are intertwined and
reinforce each other. This also means that the reflection might end up in dissolution of gender, sexuality, class, and race where it is actually hard to see or understand structural inequalities, as they
appear too complex and dynamic. I would like to stress the importance of understanding that using
intersectionality in critical reflection means to understand and analyze the intersection of gender,
sexuality, class, and race at maybe the most complex level. Observing the effects of social structures
is generally easier on a structural level than in a micro context or at an individual level where structural patterns easily become invisible in the complexity that tends to dominate. This is why it might
be fruitful to understand the use of intersectionality in critical reflection as a combination of the
anticategorical and the intercategorical approach, where the latter one stresses and focuses on structural inequalities between different groups and the effects of social structures on identity (cf. Sandberg, 2013). Otherwise, the reflection bears the risk of ending up unable to reflect on structures at all
(Pease, 2010). Once again, this also stresses the importance
