Muller, Lorraine, and Gair, Susan (2013) Respecting knowledge: circular movement in teacher/learner roles to advance Indigenous social work education and practice. In: Noble, Carolyn, Henrickson, Mark, and Han, In Young, (eds.) Social Work Education: voices from the Asia Pacific. Sydney University Press, Sydney, NSW, Australia, pp. 29-53.

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Abstract

[Extract] Euro-centric curricula is identified in the literature as contributing to Aboriginal and Torres Strait Islander students' lack of engagement with tertiary education. We-a nonIndigenous social work educator and an Indigenous PhD student-describe our quest towards curricula more respectful and inclusive of Australian Indigenous knowledges rather than solely reflective of colonialist constructions. The chapter begins with the second author revealing how she took on the role of learner under guidance from Indigenous community members, including the first author, her then PhD student. The first author details her roles as student, teacher researcher and beyond. She identifies the absence of a grounded theory of Indigenous practice in her work towards translation of oral Indigenous knowledge into an academic theory that can inform social work. We model one way for Indigenous and non-Indigenous educators (and practitioners) to work in partnership to uphold respect for Indigenous knowledges in social work.

Item ID:	27934
Item Type:	Book Chapter (Later Edition)
ISBN:	978-1-74332-039-6
Date Deposited:	25 Jul 2013 05:46
FoR Codes:	16 STUDIES IN HUMAN SOCIETY > 1607 Social Work > 160799 Social Work not elsewhere classified @ 100%
SEO Codes:	92 HEALTH > 9202 Health and Support Services > 920201 Allied Health Therapies (excl. Mental Health Services) @ 100%
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