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Aboriginal World Views as Challenges and Possibilities in Social Work Education
No full textAs Aboriginal peoples gain more access to schools of social work, the academy needs to respond to their educational needs. This involves incorporating Aboriginal world views into social work education. This paper focuses on one definition of world views according to Aboriginal epistemology. It also critiques both the role of social work in the lives of Aboriginal peoples and the goals of social work education. It raises key components that need to be addressed in the academy and provides ways in which this can be achieved. In addition, the paper stresses the importance of this content being taught to all social work students
Circles of inclusion: Aboriginal world views in social work education
Get PDFThe purpose of conducting this study was to explore the thoughts, experiences and feelings of Aboriginal students within social work education, based on the findings of a literature review on the topic of Aboriginal content within social work education. Students were invited to participate because nothing in the literature indicated that their input had ever been sought as a means of bringing Aboriginal world views into social work education. The research project was conducted at three geographical sites in Ontario using the Aboriginal research methodology of storytelling circles. Study participants came from backgrounds of wonderful diversity in terms of age, Nations, personal family circumstances and work as helpers within their communities. Students supported the five themes as presented to them from the literature written by Aboriginal social work educators and practitioners. Participants were consistent in their assertion that Aboriginal world views must be incorporated into social work education for both Aboriginal and non-Aboriginal students, and in their emphasis that this must include a specific focus on decolonization. Study participants contributed several creative and insightful suggestions on how to integrate these themes into the academy. Despite their often painful stories about their survival within oppressive, Eurocentric academies, they expressed kindness, generosity of spirit and hope for the future of social work with Aboriginal peoples. In so doing, they have identified significant points for journeying forward, which can be taken up by both Aboriginal and non-Aboriginal social work educators. Lastly, participants emphasized throughout the project that we must also turn our attention to the inclusive education of children in order to truly decolonize Canadian society. From this research project, I conclude that multiple ways of knowing must occur according to the terms of all participants and not only through conditions and decisions made by the dominant group within social work education. Inclusive education is about representation. My future work within the academy aims to move beyond critique to an exploration of the legitimacy of Aboriginal paradigms within educational frameworks. (PsycINFO Database Record (c) 2016 APA, all rights reserved)Ph.D
"Mino-Yaa-Daa: An urban community-based approach"
No full textGabriel Dumont Non-Profit Homes (Metro Toronto) Inc. includes a centralized 80 unit apartment complex and 7 townhouses on a separate site. Located in Scarborough, Ontario all units have 3 or 4 bedrooms. Incorporated in 1985 and opened in 1986, the complex is financially sponsored by the Canada Mortage and Housing Corporation. Geared to income housing is offered on a monthly rent-geared-to-income basis. The majority of families in the complex are headed by single mothers
Aboriginal Youth Talk about Structural Determinants as the Causes of their Homelessness
No full textThis article explores structural determinants as possible causes of the homelessness of Aboriginal youth in Toronto, Ontario, Canada. It includes a brief literature review and provides some of the findings of a recent research project, which implemented an Aboriginal research methodology with homeless youth in Toronto. These findings point to a strong link between Aboriginal children growing up in poverty and involvement in child welfare and becoming homeless as youth. Suggestions for positive change at the policy level are offered in order to prevent the next generation of Aboriginal children growing up to become homeless youth
Part I: Conceptualizing, Framing and Politicizing Aboriginal Ethics in Mental Health
No full textThis article looks at how mental health issues are conceptualized from the lens of Aboriginal world views. It refers to the legacy of colonization and the resulting historical trauma as the root of mental health ?illnesses.? But it also raises questions on how definitions of ?mental illnesses? are arrived at by one?s world view or lens. What may be seen as a mental health problem from one world view can be seen as a positive, healing spiritual experience from another
Structural Determinants as the Cause of Homelessness for Aboriginal Youth
No full textThis article explores the structural determinants of Aboriginal youth homelessness in Toronto, Canada. It includes a literature review and provides some of the findings of a recent research project, which implemented an Aboriginal research methodology, with homeless youth in Toronto. These findings point to a strong link between Aboriginal children growing up with involvement in child welfare and becoming homeless as youth. Suggestions for positive change at the policy level are offered in order to prevent the next generation of Aboriginal children growing up to become homeless youth
""Within the Outsider": Challenges of an Indigenous pedagogue"
No full textI am Cyndy Baskin, marginalized Aboriginal woman. I am Cyndy Baskin, university instructor and
PhD. candidate. I am made up of multiple identities.
Until recently, I never had teachers who were not non Native, readings that were
not written by non-Native authors and fellow students who were not non-Native. I was always the
only one who was "different". Being at school was painful. I was an isolated, persecuted,
sad student. And yet, I learned how to read and write in these places and this became
my escape from the hurt. No matter what was done to me, it could not stifle my desire to
learn. The harder schooling became for me, the more I delved into my studies. The more I heard
that I would not make it to university, the more I grew determined to do exactly that. Great
damage was done - some of it has been repaired while some of it never will be. It is a part of who
I am. There were many downs, drop outs and changes of direction, but education is clearly my
calling.
My story is, of course, a familiar one for many Aboriginal people. Education has more often
than not been our enemy - a major arm of colonialism. For me, this is a lived reality. Being in
the academy and becoming an educator, then, is one of my most powerful acts of resistance and
anti-colonial activity
Part II: Working Together in the Circle: Challenges and Possibilities Within Mental Health Ethics
No full textThis article explores how ethics are framed for both Aboriginal and non-Aboriginal helpers. It examines both the challenges and the possibilities of working in the area of mental health, particularly if one is looking at the world through only a Western lens. It finishes with a brief exploration of how the two groups of helpers ? Aboriginal and Western - might be able to work together ethically
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