A First Nations' Perspective on Social Justice in Social Work Education: Are We There Yet? (a Post-Colonial Debate)
Bibliographic record
Abstract
Abstract/Resume A review of curriculum in social work education, of literature on social work education for First Nations, and of a survey of twenty-three articles on social work with First Nations, as well as analysis of traditional orientations guiding social work education indicate failure of social work programs to adequately promote social justice, or to meet needs of First Nations students. This research adds to existing literature by providing an overview of dominant approaches guiding curriculum in undergraduate social work education; an analysis of degree to which social work education reflects Aboriginal community's experiences and needs; and, recommendations for changes in curriculum to better meet needs of First Nations people. Ultimately, social justice in social work education requires a post-colonial foundation, and incorporates decolonization, Aboriginal woridviews, and self-determination. Un examen des programmes en enseignement du service social, de la documentation sur l'enseignement du service social chez les Premieres nations et d'un survol de vingt-trois articles sur le service social et les Premieres nations, ainsi qu'une analyse des orientations traditionnelles de l'enseignement du service social, indiquent l'echec des programmes de service social dans la promotion de la justice sociale ou dans la satisfaction des besoins des etudiants des Premieres nations. La recherche presentee dans l'article s'ajoute a la documentation existante en offrant un apercu general des approches dominantes des programmes d'etudes en service social au premier cycle universitaire, une analyse de la mesure dans laquelle l'enseignement du service social reflete les experiences et les besoins de la collectivite autochtone et des recommandations visant les modifications a apporter aux programmes d'etudes pour mieux combler les besoins des Premieres nations. La justice sociale dans le secteur du service social exige ultimement des fondations post-coloniales et elle doit integrer la decolonisation, la vision du monde autochtone et l'autodetermination. Introduction First Nations communities are striving to regain/maintain control over their lives politically, socially, economically and culturally, and there is a need to increase capacity to do so. This movement is a response to injustices of colonialism which have undermined every aspect of Aboriginal life in Canada. In this context, a stronger social justice framework in social work education is needed to meet community needs. Controversies regarding approaches to practice reified in baccalaureate social work education indicate that status quo is counter-intuitive to promotion of social justice, and that a social justice orientation is a more relevant organizing principle in developing First Nations Social Work education. This article will add to existing literature by addressing gaps in social work education, as these pertain to lived experience of Aboriginal people. Specifically, current ideological orientations dominant in baccalaureate social work education will be measured against curriculum needs in First Nations Bachelor of Social Work (FNBSW) education. The term 'ideological orientations' came about as a result of my own confusion regarding the eclectic theory base of social work...the jumble of confusion.. .[and]of its present non-unified theory base...[which has yet to attain any] sense of order (Mullaly, 1997, p.18). In contextualizing need for curricular changes, tenor of generalist social work education, of perspectives on First Nations Social Work education, and, of a sample of literature on First Nations Social Work will be considered. Then, continuum between traditional social work education, and social work education oriented towards social justice will be analyzed: an examination of traditional social work (as exemplified by medical and problem solving models) will precede attention to empowerment, structural, and strengths based approaches - as manifestations of an ecological/structural orientation, and, to cultural competence and anti-racist social work. …
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.009 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.011 | 0.032 |
| Scholarly communication | 0.011 | 0.009 |
| Open science | 0.001 | 0.006 |
| Research integrity | 0.005 | 0.010 |
| Insufficient payload (model declined to judge) | 0.004 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".