A lecturer in social work, Sue Cook, considers the uncomfortable questions about 'decolonizing' education and practice for an increasingly diverse world.

According to the International Federation of Social Workers, the definition of social work emphasizes not only social changes, but also takes diversity into account. This increasing diversity requires us to respect how knowledge can be acquired and applied in practice. Equality and diversity are supposed to be an essential part of social work education and practice. But have we considered whether this assumption is based on evidence, or whether the discourse is privileged, and therefore limiting the exploration of knowledge.

What is 'decolonization' in education?

Education is considered by some as a tool for oppression which dehumanizes  social workers and stimulates oppressive attitudes and practice. As social work was created as a social-based profession and a product of Western values, we don’t recognize that certain research and theories may contribute to such oppression. Decolonization provokes uncomfortable questions and disputes the accepted knowledge and way of thinking. We need to engage in debate to be aware of the oppressive potentials of traditional educational avenues. Most of the available theories don’t consider the increasingly multicultural world. Hence, critical thinking should be at the heart of social work education.

'Inherently oppressive?'

Critical thinking is understanding how knowledge is created and validated, but practicing it requires commitment and effort. The PCF (Professional Capabilities Framework) requires that social workers not only recognize oppression and discrimination, but also engage anti-oppressive ethos in their work. The professional role is influenced by many factors: environment, culture, education, social systems and family experiences. These all contribute to our own socialization and develop the individual; consequently the degree of unconscious bias. Critical thinking and reflexivity help us explore real values and knowledge.

'Blinded by theory'

Theory is the essential part of practice, but a preoccupation with theory can hinder practice. Professional training dulls the ability for reflexivity and individuals become blinded by theory. For social workers, it is essential to be aware of their biases, including an insistance on certain discourses and preferences.

Engaging with multicultural perspectives

Social work education should involve empowerment-based aspects to ensure equality and diversity in education and in practice. This means the acquisition, evaluation and creation of knowledge which engages with multicultural perspectives. According to Paulo Friere, the pedagogy must be created by a critic and should be transformed by the individuals. It is more and more important to prepare students to work in multicultural environments, as social problems cross borders and social workers must address questions that differ from their own dominant culture.

Honouring all voices

However, decolonizing education doesn’t mean that the existing knowledge has to be discarded; it is about rejecting the uncritical thinking and unconscious acceptance of the 'truth' of the theory. All voices can be validated via genuine dialogue and local research. Social work education and practice should acknowledge the contemporary needs, and must involve more comprehensive social, political, economical, cultural and environmental ideas. Furthermore, it should honour all values and voices.

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