Session: Steps Towards Decolonizing Social Work Education and Research (Society for Social Work and Research 27th Annual Conference - Social Work Science and Complex Problems: Battling Inequities + Building Solutions)

Background: This symposium provides a brief history of social works' dueling social change and colonial identities; and then describe some steps towards decolonizing social work education and research. 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 effective in 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 literatures during the more than two decades illuminates that we have not had the professional language or conceptual frameworks for beginning the decolonizing our social work education and research. Existing frameworks and language around diversity, multiculturalism, cultural competency, cultural humility, equity, diversity, equity, diversity, and inclusion, thought helpful have not addressed or dismantled many of our colonial approaches to social work education, practice and research. Arguably, many of our existing practice, curricula 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 the social work, that often deepens gaps in gender, racial and sexual orientation inequalities. This symposium would highlight steps necessary towards decolonizing social work education and research and highlight what these examples might look like across admission, teaching, administration, and research domains. Results: This presentation would begin with a brief overview of social works' historical and contemporary practices and explore some practical steps necessary for decolonizing its curricula and research enterprises. The presenters would posit that a decolonizing approach must extend beyond simply diversifying our faculty, student and staff ranks. Though helpful and necessary steps, it argues that without addressing the colonial ideologies that we are all socialized to reproduce, especially in predominately white institutions, that the inclusion of underrepresented faculty, students, and staff that the culture of these institutions can be viewed by underrepresented persons as hostile and not welcoming, further leading the marginalization and harm of underrepresented persons. 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 education and research with regards to admission, curricula, research and engagement with communities 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 towards it mission and expressed ideals.