Open Journals at Memorial University
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“What Can I Do?”: Teaching Indigenous Content in an Era of "Reconciliation"
No full textThis article is reactionary to the current discourse about the inclusion of Indigenous content in social work education. I centre this discussion on the history of social work education and the contemporary responses to the Truth and Reconciliation Commission’s Calls to Action (2015). Through engaging Guswhenta (the Two Row) wampum and the concept of “difficult knowledge” (Pitt & Britzman, 2013), I outline the potential roles and responsibilities of both Indigenous and non-Indigenous educators in social work
Native Hawaiian Interdisciplinary Health Program: Decolonizing Academic Space, Curriculum, and Instruction
No full textIn Spring of 2012, the University of Hawai‘i at Mānoa, John A. Burns School of Medicine, Native Hawaiian Center of Excellence, and the Myron B. Thompson School of Social Work Baccalaureate Program partnered and created the Native Hawaiian Interdisciplinary Health program to address the dearth of Native Hawaiians in the helping professions. The program has three main objectives: (a) expose students to interdisciplinary experiences similar to what they would encounter in the “real world,” (b) introduce students to an inquiry-based learning model rooted in both the needs and strengths of the client system, and (c) help Native Hawaiian students recognize their Indigenous identity as valuable and crucial to the formation of their professional identity. While qualitative data reveal the program to be effective, it may be more valuable as a platform from which to explore academic decolonization and the Indigenization of academic space, curriculum, and instruction. Key to this effort is the rupturing of current colonial practices that inhibit the learning of both the Indigenous student and the [often] non-Indigenous instructor; confronting the positionality of the instructor as purveyor of white western hegemony; and creating new subjectivities for both instructors and students through reflective learning, engaged dialogue, and mentorship
He Ala Kuikui Lima Kānaka: The Journey Toward Indigenizing a School of Social Work
No full textThis article focuses on decolonizing, or specifically Indigenizing, a school of social work that has a stated focus on Native Hawaiians, other Pacific Islanders, and Asian populations in the Pacific region. Armed with Kanaka ‘Ōiwi critical race theory (CRT), a recent theoretical model that centres Native Hawaiian Indigeneity, we reflect on lessons learned after the 10th year of an articulated process of Indigenization and discuss the implications for future decolonization projects in social work education. Mo‘olelo, or narrative stories, are provided to analyze this journey through a Kanaka ‘Ōiwi CRT lens. Believing that Indigenization is dynamic and ever-changing, we provide our mana‘o, or thoughts, on challenges and successes. Key lessons learned advise social work educators to: (a) acknowledge and push through the complexity of fitting Indigenous protocols and values into a Western institution; (b) understand the distinction between form (technical knowledge) and essence (embodiment); and (c) value co-learning from students and community practitioners, thus validating Indigenous ways of knowing
Developing role modelling consciousness and competence in psychiatry residents: evaluation of a programme
Get PDFWe Can: A Review of “Can Non-Europeans Think?”
No full textThe author reviews the book Can Non-Europeans Think? by Hamid Dabashi and discusses the book’s applicability to decolonial thought and social work practice
