Changing the Air: Strategies for Resisting and Decolonizing Social Work Education

Despite social work’s dedication to social justice, social work education continues to uphold colonial practices and white supremacy. A growing body of literature addresses avenues to decolonize the social work classroom from the perspective of educators, but limited studies examine decolonizing the classroom from a student perspective. This paper, inspired by the concept of Métissage braiding, which embraces multiplicity of voice, offers critical reflections on decolonizing social work education from the perspectives of seven differently situated PhD cohort members in their first year of studies at the University of Calgary, Faculty of Social Work. From each student’s reflection, a unique perspective emerged, which culminated into seven themes of colonial resistance: changing the air, “whatever affects one affects all,” “I am because we are,” weaving an alternative fabric, air we can actually breathe, creating fugitive spaces through relationality, and decolonial worldmaking. These unique insights serve as a map for future students to navigate academic lives in colonial institutions. We recommend a shift in the colonial curriculum and proactive involvement of social work educators, students, researchers, and partners in engaging in decolonization practices to promote an inclusive and equitable society which serves as a catalyst for systematic change.