The year 1968 was a potential turning point in the history of U.S. social work. After a generation of inward looking conservatism, significant numbers of American social workers revived the radical tradition of the profession that the purges of the post-war McCarthy period had repressed. New social movements, particularly the civil rights movement, the anti-war movement, and second wave feminism, and the efforts of activists outside of social work, from Saul Alinsky and Cesar Chavez to the National Welfare Rights Organization, inspired new approaches to advocacy, research, practice, and education. Inside and outside professional organizations and social service agencies, social workers began to advocate for progressive policies, the use of more expansive and more democratic practice frameworks, and the inclusion of content on race, gender, class, and sexuality in social work education. For a brief period, it appeared that a major transformation of the profession was possible, even inevitable. Although the events of this critical year produced some important changes in social work practice and education, they did not change its fundamental orientation. Ironically, both the ultimate failure of the era’s radical activism and the introduction of identity-based content into the profession’s vocabulary and mission made U.S. social work more vulnerable to conservative attacks during the past half century. The developments that resulted from the “year of the barricades” also made it more difficult for the profession to articulate a unified vision for a rapidly changing environment and to translate that vision into new models of practice, research, and education.

This article challenges social workers to expand their understanding of the “person-inenvironment” perspective and become more active in addressing current environmental crises. Although social work scholars have begun to explore the relationship between social work and the natural and built environment and professional organizations mandate the integration of this content into practice and education, these goals remain unrealized, particularly in the U.S. To address these issues more effectively, social work educators will need to distinguish between understanding persons in their environment and environmentalism, and between environmentalism and environmental justice. This article analyzes the emergence of the environmental justice movement in the U.S. and other nations and its relationship to environmental racism. It presents a case study of a local environmental justice effort to demonstrate how social workers can use their knowledge and skills to make important contributions to environmental justice and sustainability. It also discusses the potential of “green social work” and transformative learning theory as tools to help social work educators better equip students make strategic alliances across professions, disciplines, and systems to address contemporary environmental crises.