Gair, Susan, and Muller, Lorraine (2009) Circular movement in the teacher/learner roles for advanced Indigenous social work education. In: Noble, Carolyn, Hendrikson, Mark, and Han, In Young, (eds.) Social Work Education: voices from the Asia Pacific. Vulgar Press, Bayswater, VIC, Australia, pp. 125-148.

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Abstract

The contribution of Eurocentric curricula to disappointing numbers of Aboriginal and Torres Strait Islander students graduating from tertiary education is identified in the literature. We - a non-Indigenous social work educator and an Indigenous PhD student - describe our quest towards curricula more relevant to and more inclusive of Indigenous peoples rather than solely reflective of colonialist constructions. The chapter begins with the first author revealing how she came to take up the role of learner under guidance from Indigenous community members including the second author. The second author details her roles as student and as teacher. Further, she identifies the absence of a grounded theory for Indigenous practice and her PhD work towards translation of oral Indigenous knowledge into a social work theory that can inform education and practice. ·We model one way for Indigenous and non-Indigenous educators (and practitioners) to work in partnership for the advancement of lndigenous Australians.

Item ID:	8196
Item Type:	Book Chapter (Research - B1)
ISBN:	978 0 9806 6511 6
Keywords:	Indigenous; social work; education, learning circles
Date Deposited:	02 Mar 2010 05:30
FoR Codes:	16 STUDIES IN HUMAN SOCIETY > 1607 Social Work > 160702 Counselling, Welfare and Community Services @ 100%
SEO Codes:	93 EDUCATION AND TRAINING > 9301 Learner and Learning > 930104 Moral and Social Development (incl. Affect) @ 100%
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