Teaching Guide | SOWK- Indigenous Resurgence Project

We offer the following as a teaching resource for Social Work instructors who are new to teaching or for Instructors who have felt unsure of how to include Indigenous content, knowledge, and pedagogy in their classrooms. This resource is informed by research conducted by the Indigenous Resurgence Project team. We conducted focus groups with Indigenous Elders, students (past and present), faculty and adjuncts (past and present) and Indigenous partners of the School of Social Work to inquire about what teaching and learning would look like in an Indigenized and decolonized School of Social Work. An analysis of this data highlighted key themes that may support social work educators in thinking about their coursework and their teaching practices and how they can include Indigenous content, knowledge, and pedagogy in a respectful and informed way. We hope these reflective questions may be a companion to the curated Indigenous focused learning resources we compiled for social work educators.

Here are some key themes from the research to consider as you begin to think about your coursework and your teaching. Reflection on these questions will be unique to your course content and not every question may be relevant to your topic.

Key Theme 1: Be committed and accountable for your ongoing learning as an educator.

Indigenous partners of the School of Social Work told us that social work educators need to think about their individual responsibility to better understand Canada’s colonial history, to engage in reconciliatory actions and to learn how to work in more respectful and collaborative ways with Indigenous Peoples and communities. Here are some key documents to become familiar with that reflect a commitment to reconciliation nationally, organizationally, and professionally:

The UBC School of Social Work, Vancouver campus, developed a Statement of Accountability and Commitment to publicly declare its commitment in moving reconciliation and decolonization forward and a school-level Indigenous Strategic Plan to turn this commitment into action. You may wish to become familiar with similar documents your department/School may have.

Consider the following reflective questions:

What steps am I taking as a social work educator to learn about and enact my individual responsibility to move reconciliation and decolonization of social work education forward?
How am I engaged in ongoing learning about cultural safety and current issues impacting Indigenous Peoples?
How do I embody humility to be part of the change and ongoing process in a safe and respectful way?

Key Theme 2: Create culturally safe and welcoming spaces in your classroom.

Safety was identified by focus group participants as paramount to have throughout a school and in classrooms. Safety is increased when the strengths of multiple worldviews, perspectives and knowledges are reflected in our curriculum rather than the domination of one worldview. Creating culturally safer learning environments means intentionally challenging the dominance of white and Western ideologies and knowledge in our curriculum and teaching practice. Increasing safety for Indigenous students also involves recognizing that they can encounter colonial violence in interactions with non-Indigenous professors and non-Indigenous students. It also requires that social work educators recognize that learning about colonization and its impacts on Indigenous Peoples and communities can be triggering for Indigenous students. Classroom safety can be enhanced by creating avenues for students to give feedback on experiences that impact their sense of safety.

Consider the following questions:

How do I demonstrate zero tolerance for discrimination and racism, and challenge white supremacy in my teaching and in my classroom?
How can I support Indigenous students who may find Indigenous topics triggering or encounter racism?
How do I provide avenues for students to give feedback on classroom issues that impact their sense of safety?

Key Theme 3: Teach the truth about colonization and its ongoing impacts, and the harmful role of the social work profession.

Members of the focus groups emphasized that it is essential that we teach students about racism and the truth about Canada’s history of colonialism that resulted in land dispossession, cultural alienation, socio-economic marginalization, systemic discrimination, and intergenerational trauma for Indigenous Peoples. Students need to understand that colonization is the root cause of the many contemporary social and economic issues that Indigenous Peoples and communities face. It is our responsibility to teach students about the impacts of historical and current trauma and teach about social work policies and practices that don’t further harm Indigenous Peoples.

It is important that students know how the social work profession has historically harmed and continues to perpetuate multiple harms against Indigenous Peoples. Teaching about the ongoing oppressive social work practices in child welfare, the criminal justice system, health services, and the many other contexts of social work practice is imperative.

Consider the following questions:

How can I include information about the history of Canada’s treatment of Indigenous Peoples, including those of the profession of social work in my course?
How can I include information about intergenerational trauma associated with historical and current colonial policies and practices as it relates to my topic area?
How do I incorporate a trauma-informed lens and teaching approach, including supports and strategies for managing vicarious trauma into my classroom?

Key Theme 4: Include Indigenous ways of knowing, being and doing in your course.

Indigenous partners of the School told us that learning in an Indigenized and decolonized School of Social Work means the inclusion of Indigenous knowledge and approaches alongside Western knowledge and approaches. By elevating Indigenous voices in social work education, we ensure that Indigenous perspectives, worldview and culture are portrayed accurately and authentically. An Indigenous approach to healing and wellness is wholistic, centers relationships to land and community, and focuses on sustainable well-being for all. Curriculum that includes information about Indigenous approaches to healing and wellness offers students a more comprehensive understanding of well-being that can enhance their social work practice.

Educators also need to include examples of the strength, resiliency, and contributions of Indigenous Peoples and their culture in our curriculum. By doing so we take steps to counter negative stereotypes and prejudice, marginalization, and erasure and give a more truthful, balanced, and respectful representation of Indigenous Peoples.

Consider the following questions:

How is Indigenous knowledge (i.e., Indigenous Elders and guest speakers, Indigenous authors/producers, multimedia learning resources, theories, policies, methodologies and/or practice approaches) included alongside Western knowledge in my course?
How are Indigenous approaches to healing and wellness (wholistic, cultural, traditional) discussed and examples of Indigenous-focused resources highlighted?
Where can I include examples of Indigenous leadership, contributions, strengths of culture, and acts of resistance in my course?

Key Theme 5: Integrate Indigenous and decolonizing approaches to teaching.

Members of the focus groups clearly indicated that social work educators could benefit from learning about Indigenous approaches to teaching. Indigenous pedagogy has always been wholistic and embedded in relationship to each other, to self, and to the land. It is not just a way of teaching, but a way of being, grounded in Indigenous ethics and values.

Decolonizing our teaching approach means prioritizing relationships with and amongst students. When we see each person as having something valuable to teach others, we create a community-centered learning environment that supports individual students and the well-being of everyone.

Broadening our view of knowledge was also identified as a way of decolonizing teaching and learning. As Indigenous knowledge is often transmitted through storytelling, narratives, and experiential processes, by offering students the opportunity to engage with, and learn from additional sources of knowledge (Elders, guest speakers, novels, podcasts, etc.) and being open to students demonstrating their learning in expanded ways, we create space for Indigenous knowledge and knowing.

However, engaging with Indigenous pedagogy does not mean quickly learning a few methods. It requires us to engage with the respect, reverence, and relationships necessary to meaningfully embrace Indigenous teaching and learning approaches that will benefit all. Using Indigenous approaches to teaching may require guidance and mentorship from Indigenous Peoples and knowledge keepers. Consulting with available Indigenous Elders, advisors or programs in your School is recommended. We also need to recognize that some Indigenous approaches are sacred and only appropriate for Indigenous Peoples (traditional storytelling, ceremony, etc.).

One place to start in learning about Indigenous pedagogy is to become familiar with the First Peoples Principles of Learning. These principles of learning were developed by Elders and knowledge keepers and articulate some of the common elements in the varied teaching and learning approaches used within Indigenous communities. Indigenous educator Jo-Anne Chrona provides additional information about these principles that you may find helpful in your learning journey: Another excellent resource is Pulling Together: A Guide for Curriculum Developers.

Consider the following questions:

How are relationships prioritized, and individual and collective well-being supported in my classroom and teaching?
How can I expand the sources of knowledge I use (i.e., podcasts, videos, community engagement) and ways students demonstrate learning in my course?
Where are the opportunities to seek guidance and ongoing mentorship regarding the use of Indigenous pedagogies such as teaching in circle, storytelling, and land-based and community-based activities for social work learning?