A Treaty based framework for mainstream social work education in Aotearoa New Zealand : educators talk about their practice
Loading...
Other Title
Authors
McNabb, David
Author ORCID Profiles (clickable)
Degree
Grantor
Date
2019
Supervisors
Type
Journal Article
Ngā Upoko Tukutuku (Māori subject headings)
Keyword
Aotearoa
social work education
Treaty of Waitangi (1840)
decolonisation
kaupapa Māori research
white privilege
New Zealand
Tiriti-based practice
social work education
Treaty of Waitangi (1840)
decolonisation
kaupapa Māori research
white privilege
New Zealand
Tiriti-based practice
ANZSRC Field of Research Code (2020)
Citation
McNabb, D. (2019). A Treaty based framework for mainstream social work education in Aotearoa New Zealand: Educators talk about their practice. Aotearoa New Zealand Social Work, 31(4), 4–17. doi:http://dx.doi.org/10.11157/anzswj-vol31iss4id667
Abstract
INTRODUCTION:
Globally, indigenous social work educators have pursued decolonisation and the development of decolonising practices as part of the indigenous peoples’ rights movement and based on social work principles of self-determination and social justice. Māori have advanced decolonisation based on the original partnership that was envisaged in the Treaty of Waitangi signed between Māori and the British Crown in 1840. Aotearoa New Zealand social work education has a stated commitment to a Treaty-based partnership approach.
METHODS:
This research engaged focus groups along with interviews of social work educators from nine of the 19 programmes across Aotearoa New Zealand to explore if, and how, this commitment to a Treaty-based approach was being demonstrated in the real world of practice. A diverse group of participants included Māori, Pākehā, Pasifika, and people identifying with other ethnic groups.
FINDINGS:
Māori and non-Māori participants gave a range of perspectives relating to practising within a Treaty-based context. The Treaty should be understood historically but also in its contemporary expressions noting the extra demands placed on Māori. Non-Māori had an important role in demonstrating Treaty partnership and confronting White privilege. The Māori cultural approach of Kaupapa Ma ̄ori was a foundation for a Treaty approach, and presented a challenge for non-Māori to learn this. A major challenge for programmes was having sufficient Māori staff.
CONCLUSIONS:
Based on the findings, a Treaty-based teaching and learning framework has been developed to support educators as they advance decolonising practices and the indigenisation of social work education in Aotearoa New Zealand.
Publisher
Aotearoa New Zealand Association of Social Workers
Permanent link
Link to ePress publication
DOI
http://dx.doi.org/10.11157/anzswj-vol31iss4id667
Copyright holder
Copyright notice
Aotearoa New Zealand Social Work is an international, open access, peer-reviewed journal that provides a platform for research, analysis and scholarly debate on social work theory, policy and practice.