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A framework and tool for assessing Indigenous content in Canadian social work curricula

Resource type
Thesis type
(Thesis) Ed.D.
Date created
Social Work faculties across Canada are mandated through policy and for historical, political, social, and moral reasons to include Indigenous content in their curriculum. While there is policy that mandates Indigenous content, there is no clear framework or tool to assist faculty members to examine how they can assess their curriculum to ensure it includes appropriate Indigenous content. This study has three objectives: 1) to articulate an Aboriginal Assessment Process for Social Work Curriculum (AAP-SWC) Framework. This self-assessment process will ensure that effective North American and community-based Aboriginal knowledge, skills, and values are incorporated in Social work curriculum. Emerging from the AAP-SWC Framework is the second objective of implementing the Self-Assessment Tool for Programs (SATP) based on an extensive literature review spanning the fields of Social Work, Education, and Indigenous studies. The SATP is a tool that is part of the AAP-SWC and aims to support the awareness of Indigenous peoples, issues, and the competencies needed to build capacities within Indigenous communities for self-determination and self-governance. The third objective of this study is the application of the SATP to the curricula of three Bachelor of Social Work programs in Canada. This assessment process foregrounds Indigenous knowledges and considers the unique and specific knowledges, skills, and values that social service providers need to work effectively with diverse Indigenous communities, groups, and individuals.
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The author has not granted permission for the file to be printed nor for the text to be copied and pasted. If you would like a printable copy of this thesis, please contact
Scholarly level
Supervisor or Senior Supervisor
Thesis advisor: Pidgeon, Michelle
Thesis advisor: Bai, Heesoon
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