Michelle Jones
1
;
Ann Anka
2
;
Michael Wallengren Lynch
3
;
Henglien Lisa Chen
4
;
Einav Segev
5
;
Nuzha Allassad Alhuzai
5
;
Omar Mohamed
6
;
Luke Cantley
7
;
Libby Hammond
7
;
Kris Clarke
8
;
Nishi Mitra vom Berg
9
;
Carmela Bastian
7
1 - University of South Australia.
2 - University of East Anglia.
3 - Malmö University.
4 - University of Sussex.
5 - Sapir College.
6 - University of Birmingham.
7 - Flinders University.
8 - University of Helsinki.
9 - Tata Institute of Social Sciences,.
Résumé
This Workshop plans to report on an ongoing international research study that explores the literature on decolonising social work practice learning with a focus on personal and local experiences of epistemic violence and conflict represented in spaces where social work students carry out their practice placements. Framed by the persistence of colonial epistemologies perpetuated in social work education which resulted in the trauma, dispossession and genocide of Indigenous, First Nation, Black, Asian and racially minoritised peoples, decolonisation scholar activists have called to decolonise social work education including practice learning placement. Whilst some research exists that focuses on decolonising the social work curriculum, limited research exists on decolonising social work within practice learning. Internationalisation of social problems makes it important to include other epistemologies in social work practice learning. A scoping review of international published papers on decolonising social work practice learning (n=403) were imported for screening and (n=312) studies were screened. This included non-English language publications and hand searches from local countries such as Australia, England, Finland, India, Israel and Sweden. Packed full of activities, the workshop offers examples from the literature and practice tips on decolonising the practice supervisory experience between students and their supervisors. Participants would have the opportunity to share their experiences of decolonising social work practice learning, comment on the research method used, including selection of the articles, those included as well as those overlooked and offer suggestions on possible ways forward.
Participants will be able to: Contribute to discussions on decolonising social work practice learning placements with a special focus on issues affected by students in conflict zones. Engage in decolonising practice learning supervisory activities that enhance supervisory relationship with social work students in practice learning settings. Gain insights into the challenges of decolonising social work education across diverse contexts.
Mots clés (séparés par des virgules)
decolonisation,
social work, practice learning, field education, conflict zones,
