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Volume 7, Native Social Work Journal SNHS

Journal 7 Promising Practices in Mental Health: Emerging paradigms for Aboriginal social work practices has now been printed. Thank you to all who have been involved to help complete this important accomplishment.

Our Library at Laurentian has put this Volume online at the following site:

https://zone.biblio.laurentian.ca/dspace/handle/10219/378

SNHS Greeting

CALL FOR PAPERS

“INDIGENOUS SOCIAL WORK PRACTICES AND THEORIES”
NATIVE SOCIAL WORK JOURNAL
NISHNAABE KINOMAADWIN NAADMAADWIN
(Native Teaching & Helping)

The Board of the Native Social Work Journal, a scholarly and community based publication, is pleased to announce a Call for Papers for Volume 8 of the Native Social Work Journal. The focus for this issue is “Indigenous Social Work Practices and Theories”.

This edition of the journal recognizes that many Aboriginal and Indigenous practitioners, teachers and researchers are engaging in Indigenous practices that draw from Indigenous worldviews and which have been incorporated as best practice models in their various fields. Likewise, there is a revitalization of Indigenous theories that reflect Indigenous worldviews and contemporary contexts. It is therefore timely to invite writers to share their experiences, research and expertise in the area of Indigenous practices and theories.

Authors must submit their articles under the A.P.A. (American Psychological Association) style format. Please follow manual guidelines. Articles should normally be no longer than 5000 words, 20 pages. Papers accepted for publication will have copyright assigned to the Native Social Work Journal; articles previously published or under current consideration for publication elsewhere shall not be considered for publication. Please provide an abstract, double space all material and submit four copies for consideration as well as a memory stick copy using MS Word. An email version may also be requested.

The Native Social Work Journal utilizes a peer reviewed process in the selection of articles and is a registered member of the Canadian Association of Learned Journals.

Deadline date for submission of articles is July 31st, 2011.

Please submit your article to:

Dr. Taima Moeke-Pickering, Co-Editor
Native Social Work Journal
Native Human Services Programme
Laurentian University
Sudbury, Ontario, P3E 2C6
(705) 675-1151 ext 5083 or 5082.

For further information or to receive copies of previous volumes, please contact our office at the phone number above.

~ Native Social Work Journal ~ Volume 7

COMING SOON....

Volume 7 "Promising Practices In Mental Health: Emerging Paradigms For Aboriginal Social Work Practices"

To: All NHS students/faculty and Staff

You are invited to a
Welcome Back Ceremony
on, Monday Sept. 27/2010

Pipe Ceremony
at the Tee Pee
from 11:00 am - 1:00 pm
( bring skirts )

Welcome Back Feast in
Room L-239
from 1:00 - 2:00 pm.

Taima's doctoral thesis

Aanii/Kia ora all, finally completed my doctorate in early July 2010. After much hard work and deciding that the scenic route was distracting, I finally arrived at completing my thesis. If you are interested in reading it, you can find it below: Taima

Your submission has been accepted and archived in Research Commons,
and it has been assigned the following identifier:

http://hdl.handle.net/10289/4148

Collection	Higher Degree Theses
Family Name	Moeke-Pickering
First Name	Taima Materangatira
Email Address	tmoekepickering@laurentian.ca
Thesis Title	Decolonisation as a social change framework and its impact on the development of Indigenous-based curricula for Helping Professionals in mainstream Tertiary Education Organisations
Year of Submission	2010
Degree	Doctor of Philosophy
Thesis Language	English
Thesis Abstract	This research examined the social and political approaches that Indigenous peoples undertook to situate Indigenous-based education programmes in mainstream post-secondary/tertiary education organisations. Indigenous-based helping programmes assist to progress Indigenous aspirations for self-determination and are sites that center Indigenous worldviews. A decolonisation analysis framework that is embedded in the curriculum deepens students’ understanding about the impacts of imperialism, colonisation and post colonial issues. This thesis involved researching two Indigenous-based programmes that are based within mainstream tertiary institutes. The first is the Te Whiuwhiu o te Hau Maori Counselling degree programme which is based at the Waikato Institute of Technology (WINTEC) in Hamilton, Aotearoa, New Zealand. The other is the Native Human Services Social Work degree programme which is based at Laurentian University in Sudbury, Ontario, Canada. I start this thesis with “opening the circle” and situating the context for my research. Next is the literature review chapter. This chapter provides a review of decolonisation-colonisation, decolonisation frameworks within Indigenous education, self-determination and Indigenous peoples, and Maori and Native self-determination strategies relevant to health and education. I used a case study method combined with an Indigenous methodology to guide the research. This involved gathering key pieces of information as well as interviewing participants (graduates, tutors/faculty/developers) from each programme. In chapter four is the Te Whiuwhiu o te Hau case study and in chapter five is found the Native Human Services case study. Each case study covers pre-colonial and colonisation contexts and examines assimilative legislation on Indigenous education and health. The backgrounds of social work and counselling, Native social work and Maori counselling are also presented. In the case studies is the background and rationale for the development of each programme, as well as pertinent information on the course content. Chapter six presents on the findings and conclusion and chapter seven “closes the circle”. The main findings highlighted that Indigenous curricula and pedagogies embrace Indigenous theories and discourse relevant to the helping practice fields. Secondly, each programme fosters students to make positive changes for themselves, for their communities, and for their professions. Another finding is that f aculty/tutors promote an inclusive Indigenous pedagogy in th! e classr oom that incorporates cultural ceremonies, encourage personal introspection, builds cultural and professional skills, and teaches critical education. Both programmes reflected a pedagogy that taught students to counter negative narratives while instilling a critical analysis of decolonisation and colonisation. I propose that a decolonisation analysis is both a reflective and healing tool, in that students are provided with the hard evidence about their histories and what happened to their communities. I contend that Indigenous-based programmes contribute to the continuity of Indigenous culture and wellbeing of their communities and, that they play a vital role in advancing Indigenous education priorities.
Supervisor	Robertson, Neville
Supervisor	Dunlop, Edward
Main Thesis File 1	thesis.pdf
List of Keywords	Indigenous Education;Indigenous Research;Indigenous-based Educational programmes;Native Social Work;Maori Counselling;Indigenous pedagogies;

Posted by Taima at 11:42 AM