“Getting It Right: Creating Partnerships for Change”: Developing a Framework for Integrating Aboriginal and Torres Strait Islander Knowledges in Australian Social Work Education

Young, Susan; Zubrzycki, Joanna; Green, Sue; Jones, Victoria; Stratton, Katrina; Bessarab, Dawn

doi:10.1080/15313204.2013.843120

Cited by 20 publications

(15 citation statements)

References 27 publications

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“…Social workers have also been responsible for reinforcing apartheid racism, injustice, and inequality (Patel, 2015). On a mezzo and macro level, the associated loss of culture, identity and connections, evidenced starkly in Indigenous communities (Young et al, 2013), demonstrates the destructive potential of individualized social work.…”

Section: Preventing Social Harmmentioning

confidence: 99%

“…Cox and Pawar (2006) also emphasize locality and avoid talking about Indigenization altogether, instead using the phrase local development, while Kovach, Carrier, Montgomery, Barrett, and Gilles (2015) talk about place-based intervention. Similarly, Young et al (2013) suggest naming the helping model after the locality, e.g.…”

Section: Constructions Of Alternatives To Dominant Social Workmentioning

confidence: 99%

“…Even with support, instructors may gravitate back towards a Eurocentric model because of this model's familiarity as well as university expectations to meet so-called universal, worldclass standards (Hochfeld, 2010;Mandell et al, 2006;Osei-Hwedie & Rankopo, 2012;Osei-Hwedie & Rankopo, 2008;Rao, 2013). Hence, ongoing reaffirmation of intent, guidance from community representatives, and the hiring of and support for instructors and field supervisors who represent the local population and hold insider knowledge should inform university dialogue (Gair, 2008;Hochfeld, 2010;Kovach et al, 2015;Tanemura Morelli et al, 2013;Young et al, 2013). The university environment can further strengthen contextualized curriculum by appointing elders, thus enhancing students' connection with their culture, and reasserting the position of elders as leaders in the community (Bruyere, 2008;Kovach et al, 2015).…”

Section: Supporting Contextualized Social Work Educationmentioning

confidence: 99%

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Pulling Together the Threads

Schmid

Morgenshtern

2019

csw

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Dominant social work approaches are increasingly problematized. In many contexts mainstreamed social work practices and knowledges are inappropriate and eclipse alternative ways of knowing, being, and doing. Moreover, dominant approaches, promoted through professional imperialism, may be harmful, perpetuating colonial perspectives, ignoring structural conditions, underlining social control, and advancing decontextualized individualism. In order to become relevant to local populations, social work must build on traditional helping strategies and use contextualized worldviews/knowledge(s) to shift focus to parochial concerns. The authors explore alternative social work paradigms, paying attention to Indigenized, Indigenous, culturally authentic, local, developmental and decolonized models. The authors then conceptualize contextualized social work. This synthesized approach allows for the centering of Indigenous/local knowledge(s), an engagement with the impact of colonization and oppression, and responsiveness to local conditions. The authors consider specifically contextualized social work education, noting emergent literature regarding practice exists, but less so in the area of education. The distinguishing features of such education are highlighted, and policy supports identified. It is recommended that contextualized social work education be promoted to ensure future social work practitioners are able to work in a meaningful, relevant and respectful manner in all contexts.

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Section: Preventing Social Harmmentioning

confidence: 99%

Section: Constructions Of Alternatives To Dominant Social Workmentioning

confidence: 99%

Section: Supporting Contextualized Social Work Educationmentioning

confidence: 99%

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Pulling Together the Threads

Schmid

Morgenshtern

2019

csw

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“…Far from being reliant only on leaders (or “militants”), “success of the decision which is adopted depends upon the coordinated, conscious effort of the whole of the people … [and presupposes] collective responsibility at the base and collegiate responsibility at the top” (Fanon, , , p. 199). The third principle encompasses the practice of epistemological equality (Young et al., ) that resonates with Mignolo's “pluri‐versality” in which, while there may be disputes and disagreements, is undertaken by “equals not as supplicants” (Young et al., , p. 184). To achieve such equal status is to cross the borders Mignolo describes and to engage in epistemic disobedience (Mignolo, , ).…”

Section: A Definition For Social Work Teaching and Learningmentioning

confidence: 99%

Teaching about Decoloniality: The Experience of Non‐Indigenous Social Work Educators

Hendrick

Young

2018

American J of Comm Psychol

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This paper provides a way to theorize and practice Decoloniality in teaching and learning within higher education. Two social work academics develop a framework for teaching about decoloniality which they hope is useful for other academics from different “helping” professions who also work with First Nations peoples. Rather than a fixed and firm framework it is intended to be used to inform practice and assist students in developing their own framework for practice. The article begins by offering how the authors define decoloniality, then presents a theory for practice/practice to theory framework and explanation of how we use this framework for teaching/learning and practice.

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“…We advocate for a more nuanced approach than we find exists in the countries in which we work. Importantly, through this framework is interwoven an Indigenous perspective, specifically calling on Maori knowledges, as one of our group is Maori, to reassert the epistemological equality [5] to which we subscribe as educators and practitioners. While our orientation is with Maori worldviews, we maintain that Indigenous worldviews from the places in which social work is practiced are similarly necessary to include.…”

Section: Introductionmentioning

confidence: 99%

Practicing from Theory: Thinking and Knowing to “Do” Child Protection Work

et al. 2014

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Child protection practice in much of the Western world is performed using some specific models with limited attention paid to the underpinning of informing worldviews, theories for practice (explanatory theories) and theories of practice (intervention theories).Over the past few years we have explored how child protection practice may be undertaken using a child rights perspective and community development principles and practices. From this we have developed a model which we here seek to support with worldviews, explanatory and intervention theories. We hope this theoretical framework answers some of the complexity found in the "wicked problem" of child abuse and provides guidance to the practice of protecting children.

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“Getting It Right: Creating Partnerships for Change”: Developing a Framework for Integrating Aboriginal and Torres Strait Islander Knowledges in Australian Social Work Education

Cited by 20 publications

References 27 publications

Pulling Together the Threads

Pulling Together the Threads

Teaching about Decoloniality: The Experience of Non‐Indigenous Social Work Educators

Practicing from Theory: Thinking and Knowing to “Do” Child Protection Work

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