SWRK 2004 Week 2 Slides PDF

Understanding Indigenous Traditional & Alternative Paradigms Instructor: Uzma Danish GTA: David Knezevic 1 Land Acknowledgement We respectfully acknowledge that we are on the treaty and trad...

Understanding Indigenous Traditional & Alternative Paradigms Instructor: Uzma Danish GTA: David Knezevic 1 Land Acknowledgement We respectfully acknowledge that we are on the treaty and traditional territory of the Mississauga Anishnaabeg. We offer our gratitude to the First Nations for their care for, and teachings about, our earth and our relations. May we honour those teachings. 2 Multiple Choice Questions 1) Divide into groups of two or three, 2) Review what we covered in last class 3) Create two multiple choice questions with five potential responses - A-E, 3) Indicate in bold the correct response, 4) Email to [email protected] cc’ing your other group members. ©K. A. Calderwood3 What is Paradigm? Paradigm a) A worldview or constellation of beliefs and values b) A perspective or explanation for how things are, and how things can be. (And how things should be?) 4 So: Which worldview do you hold or subscribe to? Which do you seek to critique (and which do you not), and why? Is there a Canadian paradigm? A Canadian social work paradigm? 5 Activity (10 minutes) 1) In groups of 4-5, everyone take a turn to a) Talk about a worldview you subscribe to b) Give an example to support your argument To the larger group: What did you learn about your own worldviews? How do you know what you know? Do you think, or not, that these world views are static/dynamic? Why ? Why not? 6 Paradigms/Worldviews Religious/spiritual/regional a) Indigenous Worldviews b) Afrocentric Worldviews c) Islamic Worldviews d) Hindu Worldviews e) Jewish Worldviews f) Buddhist Worldviews g) So on 7 Paradigms 1) Indigenous Worldviews 2) Scientific/Eurocentric a) Traditional b) Alternative 8 Timeline Alternative, Transformati ve Indigenous Modernism Critical Worldviews Positivism Theory Pre/ Post- Modernism modernism Pre- Post- positivism Positivism 9 Some Key Terms Ontology: Theory about what is real Study of what is Study of what is or what is real Epistemology - Theory of knowledge - How you know what you. Know - What can be known and how you know it 10  Williams(2018) Indigenous Knowledge Diverse ways of speaking about knowledge (‘Zwaten’ – what person knows, ‘A7xa7’ in state of wholistic knowledge, ‘Emham’ is to be skilled ant something Action oriented Not objective or subjective No one definition Knowledge is interconnected: to the land, people, animal, water, earth Oral and transmitted orally Both thinking and feeling Constant flex Sharing, caring, kindness, balance, beauty Expressed, transmitted, transformed, practiced in various forms 11 12  Masculinity Values traditional male traits: Independent Unemotional Aggressive Competitive Strong Physically active Self-confident 13  Hegemonic masculinity Includes “a set of values, established by men in power” that “organizes society in unequal ways…” 14  Subordinate masculinity Some men or groups of men are in positions of less power and hence less likely to be able to meet the criteria indicated in the hegemonic masculinity list, making them subordinate to the men who do meet the criteria and have power 15  Whiteness People are “judged or evaluated in virtually all areas of life according to standards that reflect the values, attitudes, experiences, and historical perspectives [considered “superior”] of White persons, specifically White persons of European descent, [to the point where the] dominant worldview is often referred to as Eurocentric [italics added]” (p. 46) 16  Critical Whiteness Studies (CWS) Transdisciplinary efforts to understand the complexity and multilayered nature of ‘racer, racism and White Supremacy with a specific focus on how [expressions]… of Whiteness uphold White supremacy” (Batias & Grosland, 2016, p. 154 as cited in Schriver, 2020, p. 46) 17  “Racism” Versus “White Supremacy” 18  Diversity Assimilation Culturally sensitive practice Antiracism Problematizing (bring to consciousness) Whiteness Racism as a white problem White visibility Whiteness, power, and social institutions 19  Separate/Competitive Relationships viewed from individualistic stance The world is viewed thru a “competitive” lens Separates mind and body “dichotomous oppositional differences invariably imply relationships of superiority, and inferiority, hierarchical relationships that mesh with political economies of domination and subordination” (Collins, 1986, p. 20 as cited in Schriver, 2020, p. 51) 20  Privilege “The set of system of benefits that accrue to these persons” When ”one fits, that one is an active and powerful participant and partner in defining and making decisions about one’s world” (p. 52) Gained and maintained at the expense of others 21  White Privilege The ability of white people “to exert power and control over others is often associated with Whiteness” (p. 52) “Often unaware or unwilling to recognize” the close association between Whiteness and privilege Leads to perks and advantages for White people 22  Feminism A commitment to eradicating the ideology of domination that permeates Western culture on various levels-sex, race, and class, to name a few-and a commitment to reorganizing [] society, so that the self- development of people can take precedence over imperialism, economic expansion, and material desires (hooks, 1981). (from textbook p. 57) 23  Waves of feminism 1st wave: focus on women’s basic rights (achieved 1920) 2nd wave: focus on ending discrimination among women (1960s/70s, incl. activism, abortion rights, equal pay, etc.) 3rd wave: 1990s intersectionality=varying experiences among women, queer theory emerge 4th wave: (2008) social media = vehicle for change 24  Diversity Spans multiple dimensions (see power flower) Diverse views contribute to how we view human behaviour in the social environment Indigenous worldviews also inform us Intersectionality 25  Interconnectivity “mutuality between the actors involved in human interactions” – we learn about ourselves through others and vice versa 26  Oppressions Often binary Often the oppressed begins to believe the dominant discourse (called internalized oppression) Intersectionality = interrelated and interlocking oppressions (e.g., a black woman does not have the same experience as a white woman so while both are oppressed because of being a woman, they also differ on another dimension) 27  Terms to know Ontology Epistemology Practice “model”​ Concept Methodology​vs. Conceptual methods framework Metaphor vs. analogy​ Theory Ambiguity/uncertainty​ Practice The power of words “perspective” – and language “approach” 28  Language See APA manual resource online: Labels Gender identity: non-binary, cis-gender Pronouns “disabilities” Political correctness? Current Inclusive versus exclusive 29 Questions 30  Preparing for assignments Working from micro to macro level of practice (know SWRK values & roles) develop a critical understanding of human behaviour in the social environment (PIE) critique a range of dominant theories of behaviour, and a variety of alternative theories show self-reflection show academic writing and reading skills 31  Review for assignments Integrative self-reflection: Must integrate (see slides below) Must self-reflect (know your social location; e.g., power flower) - consider why you think the way you think, why you see things the way you see things Must know the worldviews and theories Must be able to apply the worldviews and theories to real situations 32  Integrative writing process 1) Get all your ideas down 2) Read through and continually ask yourself what theory and/or worldview is this about and add these in where they fit 3) Check for flow, what is each paragraph saying? 4) Edit: re-read and condense – take out all extra words 5) Take breaks (requires planning ahead) 6) Proofread: review Writing Tips document (on BB) and ensure you have not made those errors 7) Read out loud before submitting K Calderwood 33  “Editing” versus “proofreading” Editing is about reviewing to find places to improve on the content and/or the quality (clarity, conciseness, sentence structure) Proofreading is about finding and correcting errors (spelling, grammar, punctuation) K Calderwood 34  Why a focus on writing skills? EVERYTHING YOU WRITE REFLECTS ON YOU AS A PROFESSIONAL It speaks to your credibility - If you are not credible, you cannot: represent others support others be an ally effectively advocate on behalf of others reduce the risk of offending others And so on… 35  APA manual See link in Blackboard, under Course Content, under Assignment resources https://apastyle.apa.org/style-grammar-guidelines 36  Writing skills See links in Blackboard, under Course Content, under Assignment resources Link to Trent’s Academic Skills resources Writing Tips (download) Sample of integrative writing 37 Four times during this class, I found myself reacting to the counsellor asking the client, “What is your problem?” My resistance to this question forced me to ask myself what this question symbolized to me and how it aligned with my values. First, my training in the addictions field has been on evidence-based practice with a focus on CBT and motivational interviewing. The philosophy I am used to in training and academics is one of a strengths perspective, solution-focused, with an understanding that life is a “journey,” not a “problem.” I have never been a supporter of the disease model and “problem” focused approach, even though I see its benefits for some. My concern with immediately asking clients “What is your problem?” is that it fails to accomplish what Miller and Rollnick (2012) indicate as essential in the therapeutic process: engagement. In the experience described in class, the counsellor even himself indicated that family members of problem gamblers rarely returned for a second session because they are not prepared to admit they have a problem. 38 At no point did the counsellor acknowledge that perhaps the reason clients do not return is because of the lack of “engagement” as a result of the oppressive environment created by the counsellor himself – accusing the clients as the ones with the problem. As I resist this approach, I find myself striving for what would be best for my case scenario of a mother who has recently learned that her ex-husband is a compulsive gambler and is seeking assistance with how to best support her children. Because of my social work lens of viewing people within their environment (PIE), I agree with Calderwood & Rajesparam (2014) who support a stress- strain-coping approach rather than a codependency approach for supporting family members of problem gamblers. As such, I will intentionally use the stress-strain-coping approach with my client, and focus on engaging her in treatment (as indicated as important by Miller & Rollnick, 2012) by allowing her to be her own expert, and by empowering her to see her strengths and devise her own solutions. 39  Misplaced modifier examples (from McAleer, 2010, pp. 121-122) A “modifier” is a word, or set of words, that gives more information about another word It should be placed as close as possible to the word(s) it modifies A “misplaced modifier” modifies an unintended word or phrase because it appears in the wrong place spot in the sentence 40  The student accepted the award for best effort with humility. With humility, the student accepted the award for best effort. 41 Relevance to social work 1) Social work is all about critical thinking! Thinking that: a) Is skeptical, open-minded, analytical, evaluative b) Is grounded in evidence, reasoning, knowledges, and reflexivity c) Identifies and even challenges existing ways of thinking and knowing (i.e. paradigms), assumption, and normative ideas d) Challenges oppression -> Disrupting and dismantling power and privilege e) Explores social (in)justice In short, social work is about being constantly critical - a ‘pebble in the shoe’! 42 Questions 43  Prompts for Week 3 Readings 1) Please critique one of the enduring theories and practice perspectives that continue to influence social work practice. a) How do you understand it b) Do you support or disagree c) How does it relate, or not, to social work d) Give examples from the world around (work or personal) to show how you witness it e) Any questions that are unanswered after reading it 44 Prompt 2: Compare and contrast the concepts of cultural competency and cultural humility a) How do you understand these concepts b) Do you support or disagree, why and why not c) How does these concepts relate, or not, to social work practices d) Give examples from the world around (work or personal) to show how they influence social work practice e) Are you aware of other terms being used? what are your thoughts? f) Any questions that are unanswered after the reading 45 Prompt 3: Baskin (2022) Summarize three key take aways from this reading a) How is it relevant to social work practices? b) What are some of the new learnings for you? c) After reading this article, what are some unanswered or new questions that come to your mind? 46