“Getting It Right: Creating Partnerships for Change”: Developing a Framework for Integrating Aboriginal and Torres Strait Islander Knowledges in Australian Social Work Education

Abstract

This article proposes a theoretical framework for integrating Aboriginal and Torres Strait Islander knowledges in Australian social work education as a central focus of the Getting it Right: Creating Partnerships for Change project. This article presents analysis from a literature review to suggest ways Australian schools of social work can adapt their curriculum in order to ensure that Aboriginal and Torres Strait Islander knowledges and practices occupy central and equally acknowledged positions in the teaching and learning experiences of social work students. The framework incorporates epistemological equality, Aboriginal and Torres Strait Islander-centered social work, cultural responsiveness, and indigenous pedagogy.

Keywords:

• Aboriginal and Torres Strait Islander knowledges
• Australian social work education
• indigenous social work curriculum
• indigenous pedagogy
• cultural responsiveness

Notes

This article is drawn from the project “Getting It Right: Creating Partnerships for Change. Integrating Aboriginal and Torres Strait Islander Knowledge in Social Work Education and Practice,” which is funded by the Office of Teaching and Learning, the Department of Industry, Innovation, Science, Research and Tertiary Education, Australian Government.

1. Indigenise was the original term used for this project, to refer to indigenous knowledge and material. After funding was received and the reference team convened, the term indigenous to refer to Australian indigenous peoples was discontinued and Aboriginal and Torres Strait Islander peoples was adopted to better reflect their identification of themselves. However, as a verb, indigenize will continue to be used to describe the intended outcome.

2. Now the Office of Learning and Teaching (OLT), a federal body.

3. The literature review for the project also includes material from other relevant disciplines.

4. This is the logical outcome of the “indigenization” debate and one which is active among people in colonized countries in particular as claiming their heritage. It is an argument which cannot be discussed here but has referents in the whiteness literature (Howard, 2000; Jeyasingham, 2012).

5. Although the extent to which Canada fully considers itself to be Anglophone is debatable.

6. Although this institution had existed as Saskatchewan Indian Federated College prior to that date (Faith, 2007).