Abstract

Unprecedented trends of complex humanitarian contexts are unfolding globally, and they are driven by numerous humanitarian crisis drivers. Two of the more recent and ongoing crisis drivers are the Coronavirus Pandemic 2019 and the Black Lives Matter (BLM) movement. While the pandemic has already caused a direct impact on unprepared health systems and caused secondary havoc on already fragile countries, the BLM movement has exposed the deeply held structural inequalities experienced by populations who do not identify as Western European. Both crisis drivers have also exposed the structural problems that have long underpinned humanitarian responses. To prepare for these complexities in humanitarian contexts, social work educators need to respond to the loud outcry for holistically educated and critically reflective social work practitioners. We argue this can be achieved through an Intercultural Social Work Curriculum informed by First Nations world views to enable a shift in student mindset from Western thought, setting the foundations for professional intercultural practice in complex humanitarian contexts.

中文翻译：

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COVID-19 和 BLM：在跨文化社会工作课程中需要原住民世界观原则的人道主义背景

摘要

复杂人道主义背景的前所未有的趋势正在全球范围内展开，它们是由众多人道主义危机驱动因素驱动的。两个最近和持续的危机驱动因素是 2019 年冠状病毒大流行和黑人的命也是命 (BLM) 运动。虽然大流行已经对毫无准备的卫生系统造成了直接影响，并对已经很脆弱的国家造成了二次破坏，但 BLM 运动暴露了不属于西欧的人群所经历的根深蒂固的结构性不平等。这两个危机驱动因素也暴露了长期以来支撑人道主义反应的结构性问题。为了应对人道主义背景下的这些复杂性，社会工作教育者需要回应对受过全面教育和批判性反思的社会工作从业者的强烈抗议。