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Teaching the History of Colonization in the Postsecondary Classroom.

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Title: Teaching the History of Colonization in the Postsecondary Classroom.
Authors: Burke, Susan
Source: Journal of Social Work Education. Oct-Dec2019, Vol. 55 Issue 4, p658-668. 11p.
Subjects: Cognition, Conceptual structures, Experience, Interviewing, Research methodology, School environment, Psychology of social workers, Teaching methods, Thematic analysis, Health literacy
Abstract: This study explores the ways Indigenous social workers experience and learn about colonization and provides suggestions for educators who are tasked with teaching that material. Nine First Nations and Métis social workers in British Columbia were interviewed. Data collection and analysis took place using the research praxis métissage as a theoretical framework and involved semistructured interviews. Thematic analysis revealed three themes: colonization as an unnamed lived experience; colonization as academic, cognitive knowledge; and colonization as a personal and professional reality. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Social Work Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Teaching the History of Colonization in the Postsecondary Classroom.
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  Data: This study explores the ways Indigenous social workers experience and learn about colonization and provides suggestions for educators who are tasked with teaching that material. Nine First Nations and Métis social workers in British Columbia were interviewed. Data collection and analysis took place using the research praxis métissage as a theoretical framework and involved semistructured interviews. Thematic analysis revealed three themes: colonization as an unnamed lived experience; colonization as academic, cognitive knowledge; and colonization as a personal and professional reality. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Social Work Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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        Value: 10.1080/10437797.2019.1611510
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        Text: English
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      – SubjectFull: Cognition
        Type: general
      – SubjectFull: Conceptual structures
        Type: general
      – SubjectFull: Experience
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      – SubjectFull: Interviewing
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      – SubjectFull: Research methodology
        Type: general
      – SubjectFull: School environment
        Type: general
      – SubjectFull: Psychology of social workers
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      – SubjectFull: Teaching methods
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      – SubjectFull: Thematic analysis
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      – SubjectFull: Health literacy
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      – TitleFull: Teaching the History of Colonization in the Postsecondary Classroom.
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              Text: Oct-Dec2019
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