Epistemology and community-worker education : questioning the knowledge we value / valuing the knowledge we question

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Authors
Beckford, Morris
Author ORCID Profiles (clickable)
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Grantor
Date
2018-08-11
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Type
Journal Article
Ngā Upoko Tukutuku (Māori subject headings)
Keyword
community development practice
epistemology
social work education
colonisation
decolonisation of knowledge
ANZSRC Field of Research Code (2020)
Citation
Beckford, M. (2018). Epistemology and community-worker education : questioning the knowledge we value / valuing the knowledge we question. Whanake: the Pacific Journal of Community Development, 4(1), 34-44. Unitec ePress. ISSN 2423-009X. Retrieved from: http://www.unitec.ac.nz/epress
Abstract
An appreciation and respect of how knowledge is created, classified and perpetuated is integral to community-work praxis. As community workers, ensuring that we have an epistemological foundation that guides our practice in a way that focuses on the systemic challenges and oppressions of those we serve is central to how we engage with communities. What we are taught, formally and informally, is grounded in the epistemic foundations of those who teach us. We in turn use that knowledge in our everyday engagement with the communities and individuals we serve. These epistemologies can and will cause harm if we are not careful to ensure that those we teach are taught the skills to engage with others in a way that does not eliminate or diminish their ways of knowing and creating knowledge.
Publisher
Unitec ePress
DOI
Copyright holder
Unitec ePress
Copyright notice
Epistemology and community-worker education: Questioning the knowledge we value / valuing the knowledge we question is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
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