Acknowledging culture in child and youth care practice

Abstract

The research literature abounds with documentation of how some cultural groups are consistently over-represented in the health, justice and social welfare institutions of OECD countries, highlighting an intensifying demand on services—and budgets—since the mid-1970s. This paper explores some of the lessons learned from taking greater account of indigenous culture in the education and training of social workers in New Zealand since 1986. As seen through the lens of indigenous theory, a kaleidoscope of pro-active care opportunities is opened to practitioners seeking to improve the quality of services they offer by giving culture more acknowledgment in their practice. Five questions for cultural competence in practice are outlined and discussed.