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dc.contributor.authorAkhter, Selina
dc.date.accessioned2016-07-07T01:00:58Z
dc.date.available2016-07-07T01:00:58Z
dc.date.issued2015
dc.identifier.issn1329-0584
dc.identifier.urihttps://hdl.handle.net/10652/3468
dc.description.abstractThe purpose of the paper is to explore how the Bachelor of Social Work (bi-culturalism in practice) programme of Te Wãnanga o Aotearoa has influenced the author to rethink her teaching style, attitude towards using spirituality in social work, and epistemological stance in research. A critical reflexive method was used to deconstruct the author’s previous assumptions and to reconstruct them. Three previous and reimagined assumptions were explored. First, before the reconstruction, the author’s assumption was “teachers are always experts”. The reconstructed assumption is, “teachers are not always experts but humble knowers and learners”. Second, the author believed that, as spirituality was personal and subjective it would not be taught in social work; and the author also considered only veriflable theories as valid knowledge. Now the author reimagines that social workers need spiritual theories and principles as well. Finally, as to research, the reimagination has made the author shift her epistemological stance from a positivistic paradigm to an Indigenous Mãori paradigm of whakapapa (genealogy) that has inspired her to rediscover the whakapapa of her ancestors’ knowledge. The reflective accounts of reconstruction were explored by using the author’s teaching practice at Te Wãnanga o Aotearoa, her contextual background and her own spiritual identity.en_NZ
dc.language.isoenen_NZ
dc.publisherAustralian Association for Social Work and Welfare Educationen_NZ
dc.rightsAll rights reserveden_NZ
dc.subjectsocial work educationen_NZ
dc.subjectTe Wānanga o Aotearoa (New Zealand) coursesen_NZ
dc.subjectindigenous spiritualityen_NZ
dc.subjectcritical reflectionen_NZ
dc.subjecttakepu-principled approachen_NZ
dc.subjectdeconstructionen_NZ
dc.subjectreconstructionen_NZ
dc.subjectBachelor of Social Work : Biculturalism in Practice (BSW (BIP))en_NZ
dc.titleReimagining teaching as a social work educator : a critical reflectionen_NZ
dc.typeJournal Articleen_NZ
dc.rights.holderAustralian Association for Social Work and Welfare Educationen_NZ
dc.subject.marsden1607 Social Worken_NZ
dc.identifier.bibliographicCitationAkhter, S. (2015). Reimagining teaching as a social work educator: A critical reflection. Advances in Social Work and Welfare Education, 17(1), pp.39-51.en_NZ
unitec.institutionUnitec Institute of Technologyen_NZ
unitec.publication.spage39en_NZ
unitec.publication.lpage51en_NZ
unitec.publication.volume17(1)en_NZ
unitec.publication.titleADVANCES in Social Work & Welfare Educationen_NZ
unitec.peerreviewedyesen_NZ
dc.contributor.affiliationUnitec Institute of Technologyen_NZ
unitec.identifier.roms57986en_NZ
dc.subject.tukutukuToko i te orami_NZ
dc.subject.tukutukuHauora wairuami_NZ
dc.subject.tukutukuTikanga-rua
unitec.institution.studyareaEducation


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