How Do We Decolonise the Social Work Curriculum?

Abstract

ABSTRACT In recent years, social work educators have raised the need to decolonise the curriculum. This article explores what is meant by decolonising the curriculum, and why just adding some new readings and/or widening the diversity of presenters can result in efforts which are no more than superficial and tokenistic. Rather, decolonising the curriculum requires an openness to learn and unlearn and to put new learning into action, and includes reconsidering the validity of knowledges recognised and taught by higher education providers. Moreover, it requires a vision of what can be achieved and commitment to realise that vision. It takes time to listen to the pain and anger of those who have been colonised, to understand what it is we need to address these emotions, and to not just rush straight into action. Drawing on the international literature on decolonising education as well as writings by Aboriginal and Torres Strait Islander social work educators, this article identified a range of critical processes that may contribute to a decolonised curriculum being realised. This not only includes processes directly associated with pedagogy and student learning, but also the role of institutional processes in supporting or hindering such efforts. IMPLICATIONS Decolonising the curriculum is consistent with a human rights approach to social work. Decolonising the curriculum requires a fundamental rethink about how social work education is provided and what knowledges are privileged. Non-Indigenous social workers can play a crucial role in decolonising the curriculum, providing their efforts are accountable to Indigenous Peoples.