LEARNING CHILD WELFARE SOCIAL WORK WITHOUT LEARNING TO COLONIZE

Abstract

<p>Canadian social work education is founded on, and maintained by predominantly Eurocentric ideologies and discourse, which pose problems for social work educators and students because together they strive for social justice within a climate that perpetuates oppressive practices. Colonization is a core component of Education and Child Welfare therefore This research thesis asks how social work education can create an environment where learners receive the most accurate and helpful information to critically analyze their practice to reduce oppression. My question is narrowed down to focus on the practice of child protection as its aims are to protect children but at that same time has been implicated in the Canadian colonial project. Grounded Theory, social work course outlines and professor interviews were utilized to explore ways students are taught to reduce oppressive practices. Three social work courses that were inclusive of aspects of Aboriginal ideology were chosen for analysis and three of the professors that taught these courses were interviewed. The analysis of the course outlines and semi-structured interviews revealed social work education is a complex environment that not only requires a critical assessment of large social systems, but also a critical assessment of personal attitudes, values and beliefs. Further the study reinforces that an educational system reform is necessary if the missions of social work are to be accomplished. Social works academic space needs to be inclusive of diverse knowledges in order to break down discrimination and oppressive ideologies that inform mainstream practice.</p>