ABSTRACT

Education and knowledge sharing has a long and rich history within Australia prior to, and since invasion. Aboriginal and Torres Strait Islander peoples have always been committed to truth telling and ways of knowing, being, and doing. The process of decolonisation through the implementation of Aboriginal and Torres Strait Islander knowledges and pedagogy is an ongoing commitment in higher education settings and is especially relevant in social work education and practices. Social work has historically been complicit in the oppression and genocide of Aboriginal and Torres Strait Islander peoples and, as a result, continues to struggle to define itself within an Australian context. Through our experiences in higher education settings, we have found the process of decolonising education practices in social work to be challenging but necessary. This review aims to explore and reflect upon current literature that addresses western-centric social work pedagogical practice in Australia and aims to incorporate Aboriginal and Torres Strait Islander epistemologies using a positional and narrative lens.

IMPLICATIONS

• Engaging Aboriginal and Torres Strait Islander knowledges and pedagogy decolonises social work education and practice.

• Decolonising social work pedagogy positions social work practice to reflect on the intersectionality of Aboriginal and Torres Strait Islander peoples without othering within contemporary Australia.

• Positioning social work education within an Indigenous pedagogical framework provides a basis for future teaching practices and knowledge sharing.

摘要

在入侵之前和之后，教育和知识共享在澳大利亚有着悠久而丰富的历史。原住民和托雷斯海峡岛民始终致力于讲真话以及认识、存在和做事的方式。通过实施原住民和托雷斯海峡岛民的知识和教学法来实现非殖民化进程是高等教育环境中的一项持续承诺，尤其与社会工作教育和实践相关。社会工作在历史上一直与原住民和托雷斯海峡岛民的压迫和种族灭绝同谋，因此，社会工作继续努力在澳大利亚背景下定义自己。通过我们在高等教育环境中的经验，我们发现社会工作中教育实践的非殖民化过程具有挑战性，但也是必要的。

影响

• 利用原住民和托雷斯海峡岛民的知识和教学法使社会工作教育和实践去殖民化。

• 非殖民化的社会工作教学法将社会工作实践定位为反思当代澳大利亚原住民和托雷斯海峡岛民的交叉性。

• 将社会工作教育置于本土教学框架内，为未来的教学实践和知识共享奠定了基础。