Reimagining teaching as a social work educator : a critical reflection
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Other Title
Authors
Akhter, Selina
Author ORCID Profiles (clickable)
Degree
Grantor
Date
2015
Supervisors
Type
Journal Article
Ngā Upoko Tukutuku (Māori subject headings)
Keyword
social work education
Te Wānanga o Aotearoa (New Zealand) courses
indigenous spirituality
critical reflection
takepu-principled approach
deconstruction
reconstruction
Bachelor of Social Work : Biculturalism in Practice (BSW (BIP))
Te Wānanga o Aotearoa (New Zealand) courses
indigenous spirituality
critical reflection
takepu-principled approach
deconstruction
reconstruction
Bachelor of Social Work : Biculturalism in Practice (BSW (BIP))
ANZSRC Field of Research Code (2020)
Citation
Akhter, S. (2015). Reimagining teaching as a social work educator: A critical reflection. Advances in Social Work and Welfare Education, 17(1), pp.39-51.
Abstract
The 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.
Publisher
Australian Association for Social Work and Welfare Education
Permanent link
Link to ePress publication
DOI
Copyright holder
Australian Association for Social Work and Welfare Education
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