Decolonizing Social Work

Abstract:

This proposal advocates for integrating a comprehensive course on historical oppression and its impacts on Indigenous/Native American communities into social work curricula. This initiative promotes healing, empowerment, and self-determination for these historically marginalized populations by equipping future social workers with knowledge, skills, and cultural competencies.

Proposal 

The Indigenous/Native American community has endured a long history of oppression, including forced relocation, assimilation policies, and the establishment of reservations in environmentally hazardous conditions. These experiences have had profound and lasting impacts on the health, well-being, and cultural preservation of Native American populations. Addressing these disparities and promoting economic justice, livelihood security, and ecological sustainability requires a comprehensive approach that starts with educating future social workers.

Our proposal resonates harmoniously with the overarching theme espoused by the New York State Social Work Education Association (NYSSWEA), which emphasizes the imperative to illuminate and catalyze transformative change in the economic, environmental, and social determinants that exert profound influence on the multifaceted dimensions of human health, as delineated by the Substance Abuse and Mental Health Services Administration (SAMHSA, 2016). These dimensions encompass the emotional, environmental, financial, intellectual, physical, occupational, social, and spiritual realms. Our initiative seeks to achieve this objective by imparting social work professionals knowledge of the pervasive disparities afflicting Indigenous communities, empowering them to address these inequities through informed and culturally sensitive practices.

This proposal advocates for the development and integration of a comprehensive course on historical oppression and its effects on minority populations, with a specific focus on the Indigenous/Native American community, into social work program curricula. This course can be offered as a standalone or integrated into existing cultural diversity and oppression courses.

The proposed course will provide an in-depth exploration of the experiences and challenges faced by Indigenous/Native American populations, covering key areas such as historical oppression and trauma, legal and policy frameworks, environmental justice, and community engagement.

Through this course, students will gain a deep understanding of forced relocation and displacement, assimilation policies and boarding schools, and the intergenerational trauma experienced by Native communities. They will also explore the legal and policy frameworks, including the Indian Child Welfare Act (ICWA), tribal sovereignty and self-governance, and the impact of federal policies on Native communities.

Additionally, the course will address the environmental justice and health disparities faced by Indigenous populations, including the placement of reservations in environmentally hazardous areas, inadequate infrastructure and public services, and the disproportionate burden of diseases and health conditions.

Recognizing the importance of cultural preservation and revitalization, the course will delve into the significance of language, traditions, cultural practices, and strategies for cultural revitalization and healing. It will also explore decolonizing social work practices, emphasizing the need for culturally responsive and trauma-informed approaches.

Furthermore, the course will highlight the role and responsibility of tribal social workers, the importance of community-based participatory research, and the strategies for building trust and establishing partnerships with Native American communities.

Implementing this course will require collaboration with Indigenous scholars, community leaders, and organizations to ensure accurate and respectful representation of Native perspectives and experiences. Resources such as the Council on Social Work Education (CSWE) resources on Indigenous and Tribal Content, the CSWE Task Force on Native Americans in Social Work Education report, partnerships with local tribal colleges and universities, and guest lectures and presentations by Native American experts and elders will be utilized.

By integrating this course into social work curricula, future social workers will be equipped with the knowledge, skills, and cultural competencies necessary to serve and collaborate with Indigenous/Native American communities effectively. This initiative promotes healing, empowerment, and self-determination for these historically marginalized populations, contributing to the broader social justice and equity goals. Lastly, this course allows social workers to use the knowledge and skills they learned in their generalist year and apply them to this course. 

Three Learning Objectives:

1. Understand the historical oppression and trauma experienced by Indigenous/Native American communities, including forced relocation, assimilation policies, and intergenerational trauma

2. Explore legal and policy frameworks, environmental justice and health disparities, and the importance of cultural preservation and revitalization in the context of Native American communities.

3. Develop cultural competencies and strategies for effective collaboration, community engagement, and decolonizing social work practices when working with indigenous populations.