Though there are more than 5 million American Indian people living in the United States, and they are disproportionately represented among social workers’ clientele, social work curriculum rarely centers Indigenous history and knowledge. Therefore, the cultural competence training that social work students receive is incomprehensive because it often erases a critical portion of the population. This work focuses on the unique knowledge that one Indigenous social work instructor brings to her classroom, as well as the perspective of the BSW director who recruited her to the position. It is critical that the social work profession begin to move toward being representative of the diverse populations that we serve, not only in the field but also in the classroom. This work will provide examples of cultural competence training as well as Indigenous knowledge that can be incorporated into classrooms to indigenize those spaces and decolonize curricula. This article was written jointly by an Indigenous social work professor and an administrator and professor in a BSW program.
Indigenizing Social Work: Andragogical Strategies for Incorporating Native Knowledge in Curricula
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Brittany Hunt, Sonyia Richardson; Indigenizing Social Work: Andragogical Strategies for Incorporating Native Knowledge in Curricula. Journal of Baccalaureate Social Work 1 January 2020; 25 (1): 221–230. doi: https://doi.org/10.18084/1084-722.214.171.124
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