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

Hendrick, Antonia; Young, Susan

doi:10.1002/ajcp.12285

Cited by 16 publications

(14 citation statements)

References 34 publications

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“…Although, learning through genuine and equitable relationships can provide guidance on the dynamic process (Smith, 2012); especially in terms of generating knowledge that would have been otherwise outside one's epistemological framework. Fostering relationships between peoples as a mechanism for change in line with a decolonial agenda (Hendrick and Young, 2018). Genuine relationships permit a meeting of differing epistemologies; however, genuine regard for others or another as a knower and holder of knowledge presents as a sort of precondition to fostering epistemological pluralism for oneself and in academy.…”

Section: Caveats and Important Considerationsmentioning

confidence: 99%

Directions for research practice in decolonising methodologies: Contending with paradox

Lipscombe

Hendrick

Dzidic

et al. 2021

Methodological Innovations

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The complex nature of colonisation presents with the potential for paradoxes in decolonising approaches, hence, fixed conventions and methods are discouraged. In this way, decolonising methodologies concerns interrogating dominant conventions in research that have typically excluded alternative ways of knowing from academia. This raises concern about the issue of breaking conventions, when it is potentially difficult to realise that one is depending upon them. An incremental approach to the research process and subsequent knowledge generated provides opportunity to challenge the conventions that typically dictate research praxis. In addition, fostering epistemological transformation and pluralism presents a solution to problems derived from dominant cultural assumptions and practices. My aim for this article is to extend upon the literature pertaining to decolonising methodologies, with this contribution of focusing on the research process as a means to avoid paradox in the decolonial intention. Accordingly, a process imperative that focuses on how researchers do research, over the tendency to focus on outcomes, emerges as a strategy to identify and contend with paradoxes within decolonial work. A questioning convention is posited as a means for mining the assumptions and biases of the dominant culture that would otherwise ensnare ones thinking. Consequently, research may be better liberated from oppressive colonising practices that are tacit within research and academic conventions. Narratives are provided throughout for illustrative example, and to better explore the concepts named.

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Section: Caveats and Important Considerationsmentioning

confidence: 99%

Directions for research practice in decolonising methodologies: Contending with paradox

Lipscombe

Hendrick

Dzidic

et al. 2021

Methodological Innovations

Self Cite

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Section: Dismantling White Supremacy Through Reconciliationmentioning

confidence: 99%

“…Numerous scholars suggest frameworks for decolonizing social work education and practice (Coates & Hetherington, 2016;Dumbrill & Green, 2008;Fellner, 2018;Hendrick & Young, 2018;Tamburro, 2013). Some scholars recommend indigenizing social work programs by including Indigenous voices, stories, knowledge, and authors in Amer-European curriculums (Coates & Hetherington, 2016;Hendrick & Young, 2018). Others emphasize that this inclusion is ineffective if done outside of the context of critical selfreflection and the equitable treatment of Indigenous knowledge (Dumbrill & Green, 2008;Tamburro, 2013).…”

Section: Dismantling White Supremacy Through Reconciliationmentioning

confidence: 99%

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Honoring Our Ancestors

McCleary

Simard²

2021

ASW

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The US social work profession has historically claimed primarily middle-class white women as the "founders" of the profession, including Jane Addams and Mary Richmond. Scholarship of the history of the profession has focused almost entirely on settlement houses, anti-poverty advocacy, and charity in the late 1800s in the northeastern United States as the groundwork of current social work practice. Courses in social work history socialize students into this historical framing of the profession and perpetuate a white supremacist narrative of white women as the primary doers of social justice work that colonizes the bodies and knowledge of Indigenous people and their helping systems. Black, Indigenous, and People of Color (BIPOC) in the US have always had indigenous systems of social care. Yet, the social justice work of BIPOC, and especially Indigenous people in the US, is left out of the dominant narrative of the history of social work practice for several reasons including racism, colonialism, and white supremacy. In this paper the authors contribute to the critique of the role of white supremacy as a colonizing process in social work history narratives and discuss frameworks for decolonizing social work pedagogy through a reconciliatory practice that aims to dismantle white supremacy.

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“…Hendrick and Young () also explore the praxis of decoloniality in a specific student context for social work education in Western Australia. The authors invoke vignettes when adopting a case study approach to teach analyses of family contexts in presenting problems in their case studies.…”

Section: Brief Overview Of Articlesmentioning

confidence: 99%

Teaching toward Decoloniality in Community Psychology and Allied Disciplines: Editorial Introduction

Carolissen

Duckett

2018

American J of Comm Psychol

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

Cited by 16 publications

References 34 publications

Directions for research practice in decolonising methodologies: Contending with paradox

Directions for research practice in decolonising methodologies: Contending with paradox

Honoring Our Ancestors

Teaching toward Decoloniality in Community Psychology and Allied Disciplines: Editorial Introduction

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