Steps Towards Decolonizing Social Work Education and Research: Examining Our History and Current Practices

Background: Historically, social work began as a profession to address social inequity. However, the profession has always grappled with its inherent tensions of being change agents and keepers of the status quo. As a profession, we have been addressing societal oppression and inequalities. However, we have also replicated gender and racial inequality within our professional ranks as evidenced by the vast number of social work students of color being educated in majority minority institutions; the majority of senior social work academic leadership being held by men, in a female dominated profession; uneven tenure rates among women; and a disproportionate proportion of Black youth being placed in the child welfare system; which is a practice domain that is predominantly supported by social workers.

Methods: A review of the social work literature during the more than two decades illuminates that we have not had the professional language or conceptual frameworks for beginning the decolonization of our social work education and research. Existing frameworks and language around diversity, multiculturalism, cultural competency, cultural humility, equity, and inclusion, though helpful, have not addressed or dismantled our colonial approaches to social work education, practice, and research. Arguably, many of our existing practice paradigms and language have supported the celebration of diversity and cultural appreciation but have not significantly moved the dial on decolonizing the profession. Inadvertently, as a profession we continue to replicate colonial structures within social work.

Results: This presentation will explore what it means to begin decolonizing our social work academic systems beyond simply diversifying our faculty, student and staff ranks, although helpful and necessary steps. It argues that the inclusion of underrepresented faculty, students, and staff in predominantly white institutions without addressing the colonial ideologies that we are all socialized to reproduce can be viewed by underrepresented persons as hostile and not welcoming, leading to further marginalization and harm of these groups. This presentation would draw upon existing social work data to highlight these structural inequalities. More importantly, it would present some practical steps towards decolonizing the social work practice with regards to admission, administration, and institutional practices.

Conclusion: Moving beyond the existing language of diversity, equity, and inclusion that incorporate a decolonizing framework remains a high and urgent priority for the social work profession to move closer to its mission and expressed ideals. This presentation would also facilitate a lively attendance discussion that would highlight how other schools and social work programs are grappling with decolonizing within their respective programs.