On the other side of the rabbit proof fence: Decolonizing social work education - a framework for change

Michelle Moss, Roslyn Rowen, Anthony Duwun Lee

Research output: Contribution to journalArticlepeer-review

3 Citations (Scopus)
190 Downloads (Pure)

Abstract

The push to improve Indigenous student retention and completion rates in higher education programs is a strategic goal across Australian universities. Similarly, the notion of decolonizing education to allow for a more culturally relevant educational experience is being discussed in university curricula development. In this article, we highlight challenges within the current neoliberal political context influencing a decolonized approached to higher education. We will draw on experiences from a case study of a creative therapy course situated within a Social Work program at a regional university. A team of Indigenous and non-Indigenous researchers will propose a framework for navigating pedagogical and administrative challenges to design a course that serves as a powerful tool to advocate for changes in higher education and social work systems. We suggest that this framework can be used to build valuable connections across Indigenous and Western knowledge systems and promote truth-telling in the social work context. Finally, we argue that our framework for decolonising education is inter-disciplinary and a useful tool in helping staff and students take back their knowledge from colonial power structures.
Original languageEnglish
Pages (from-to)862–878
Number of pages17
JournalSocial Work Education
Volume43
Issue number4
Early online date21 Nov 2022
DOIs
Publication statusPublished - 2024

Bibliographical note

Publisher Copyright:
© 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

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