Reconciling indigenous and non-indigenous knowledges in social work education: action and legitimacy
This article describes an action research project undertaken in Australia to confront Eurocentrism in our social work curricula. Our aims, action, and reflections are discussed. Further, we explore the legitimacy of non-indigenous teachers taking action to reconcile indigenous knowledges in curricula. The findings have relevance for international social work education.
Journal of Social Work Education