Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/37624

Decolonizing Social Work “Best Practices” through a Philosophy of Impermanence

File SizeFormat 
v4i1-03crampton.pdf127.18 kBAdobe PDFView/Open

Item Summary

Title: Decolonizing Social Work “Best Practices” through a Philosophy of Impermanence
Authors: Crampton, A.
Keywords: best practices, evidence based practice, indigenous philosophies, social work education, social work decolonization
LC Subject Headings: Indigenous peoples--Periodicals.
Social work with indigenous peoples--Periodicals.
Issue Date: Oct 2015
Publisher: Myron B. Thompson School of Social Work, University of Hawaii at Manoa
Citation: Crampton, A. (2015). Decolonizing Social Work “Best Practices” through a Philosophy of Impermanence. Journal of Indigenous Social Development, 4(1).
Abstract: In the book, Decolonizing Social Work, a common theme is how decolonization requires more than surface level change. In social work, changing theories and intervention practices will not bring true transformation without attending to underlying western beliefs that perpetuate problems. This essay uses Shawn Wilson’s metaphor of an island to identify one such belief, explain how it is damaging to social work practice, and propose an alternative (Wilson, 2013). I first explain this alternative through a story of successful decolonization of sacred practices by the Zuni people. I then apply lessons learned from this story to the social work concepts of best practices and evidence-based practice. My overall argument is that these concepts can have destructive effects when informed by a belief in permanence, and that these concepts are better realized through an underlying philosophy of impermanence.
Pages/Duration: 11 pages
URI/DOI: http://hdl.handle.net/10125/37624
ISSN: 2164-9170
Appears in Collections:JISD Volume 04, Issue 01 [Journal of Indigenous Social Development]



Items in ScholarSpace are protected by copyright, with all rights reserved, unless otherwise indicated.