Decolonizing Social Work Education and Practice with Students and Community Stakeholders: A Case Example from University of Calgary

• Published in: Smith College studies in social work 2023-10, Vol.93 (2-4), p.207-229
• Main Authors: King, Régine Uwibereyeho, Lorenzetti, Liza, Halvorsen, Jeff, Khan, Maimuna S., Haile, Lemlem
• Format: Article
• Language: English
• Subjects: academic-community partnership; anti-colonialism; Anti-racism; College faculty; College students; Colonialism; Community; critical pedagogy; Decolonization; Education; Killing; Marginality; Neocolonialism; Oppression; Pandemics; praxis; Professional practice; Professional training; racial caucusing; Racism; Slavery; Social programs; Social work; Social work education; Teachers; Teaching; White supremacy
• ISSN: 0037-7317; 1553-0426
• DOI: 10.1080/00377317.2023.2261550

Social work education in Canada has struggled to identify and disrupt systems of oppression and marginalization, rooted in a history of colonialism and slavery, that continues to reverberate through neocolonial policies, pedagogy, and practice. Universities and social work programs remain white spaces that uphold white supremacy, while actively excluding nonwhite members and their ways of knowing and being in the world. It wasn't until the deepened retrenchment of anti-Black racism during the pandemic, punctuated by the killing of George Floyd, that a group of educators seized an opening to teach an anti-racist and anti-colonial praxis course for the Bachelor of Social Work students in spring of 2021, the first one of its kind in our faculty. Students were encouraged to engage with Indigenous and racialized community youth to imagine and integrate anti-racist and reconciliatory actions as part of their assignments. This paper shares our experiences co-designing and co-teaching this course together with community partners. We emphasize lessons from the applied pedagogical approaches as well as its implications for social work education and social work practice.