A Treaty-based framework for mainstream social work education in Aotearoa New Zealand: Educators talk about their practice

Abstract

INTRODUCTION: Globally, indigenous social work educators have pursued decolonisation and the development of decolonising practices as part of the indigenous peoples’ rights movement and based on social work principles of self-determination and social justice. Māori have advanced decolonisation based on the original partnership that was envisaged in the Treaty of Waitangi signed between Māori and the British Crown in 1840. Aotearoa New Zealand social work education has a stated commitment to a Treaty-based partnership approach.METHODS: This research engaged focus groups along with interviews of social work educators from nine of the 19 programmes across Aotearoa New Zealand to explore if, and how, this commitment to a Treaty-based approach was being demonstrated in the real world of practice. A diverse group of participants included Māori, Pākehā, Pasifika, and people identifying with other ethnic groups.FINDINGS: Māori and non-Māori participants gave a range of perspectives relating to practising within a Treaty-based context. The Treaty should be understood historically but also in its contemporary expressions noting the extra demands placed on Māori. Non-Māori had an important role in demonstrating Treaty partnership and confronting White privilege. The Māori cultural approach of Kaupapa Ma ̄ori was a foundation for a Treaty approach, and presented a challenge for non-Māori to learn this. A major challenge for programmes was having sufficient Māori staff.Conclusions: Based on the findings, a Treaty-based teaching and learning framework has been developed to support educators as they advance decolonising practices and the indigenisation of social work education in Aotearoa New Zealand.

Defining, teaching, and practising diversity: Another hegemonic discourse?

“…According to Walker (2012), often social worker graduates may not know how to take their knowledge of te Tiriti and embed a bicultural approach in practice. Educators can be tasked to teach about biculturalism and other concepts they do not have sufficient knowledge of or are comfortable to teach (Hetaraka, 2019;McNabb, 2019). We suggest that social workers may also be ill equipped to also connect this knowledge with diversity.…”

“…These social workers identified that the knowledge of te Tiriti gained in their education did support them in their engagement with diversity on an interpersonal level; however, they could not seem to connect this with understandings or practice with diversity (McNabb, 2019;Walker, 2012). According to Walker (2012), often social worker graduates may not know how to take their knowledge of te Tiriti and embed a bicultural approach in practice.…”

“…Criticisms of racism in the ANZASW were raised at the 1986 Turangawaewae Conference alongside discussions of minimum competency requirements that aimed to set higher standards of social work practice that countered mono-culturalism and oppressive practices (Fraser & Briggs, 2016;New Zealand Social Work Training Council, 1984). These critiques resulted in a unique bicultural social work association in Aotearoa New Zealand that had a direct focus on partnership based on Te Tiriti (ANZASW, 2014;SWRB, 2021Fraser & Briggs, 2016McNabb, 2019).…”

Wrestling with Biculturalism in Social Work Education

“…Coinciding with Awatere's life trajectory, structural and radical social work was predominantly developed through the 1960s to 1980s, with feminist social work models focusing particularly on stepping away from individualised responses to politicise personal experiences (Fook, 2016). Awatere's (1984) perceptive assertion that there is a need to "shift out of the 'tripod' framework of racism, sexism and capitalism" (p. 8) is congruent with contemporary social work teaching about the need to critically appreciate the intersectional identities of individuals, families, groups and communities to discern the power of socio-political forces impacting upon them (Crenshaw, 1991;Joy, 2019;McNabb, 2019;Social Workers Registration Board, 2023a). The social work profession is often funded by the state and can be a tool of the state to exercise social control over oppressed populations, specifically Māori as Tangata Whenua (Indigenous people).…”

“…For social work educators, the complexity of abiding by the profession's commitment to Te Tiriti o Waitangi has been proven to be difficult, due in part, to the dynamic manner in which society reacts to Te Tiriti over time (McNabb, 2019). Social work is currently on the New Zealand Immigration (2023) Green List due to workforce shortages, being on the Green List enables employers to guarantee residence pathways for hard-tofill occupations.…”