Moving towards a Liberatory and Justice-Oriented Pedagogy: Exploring the Process of Decolonizing Global Social Work Education

Abstract With the increased interconnectedness of the world and pressing social issues, the practice of global social work has become a critical and evolving field. However, there is an escalating necessity to decolonize social work courses, particularly globally oriented ones, to address the historical and ongoing effects of colonialism, capitalism, and White supremacy in social work practice and education. Moreover, decolonization requires the examination of Eurocentric and Western-dominated frameworks within social work to elevate diverse voices and perspectives, particularly Indigenous and marginalized groups. Drawing on critical pedagogy, critical consciousness, decolonial theory, and Indigenous and African-centered perspectives as framing mechanisms, this paper proposes concrete strategies on how to decolonize global social work classes by highlighting two courses at the University of Michigan that have engaged in this practice. This paper provides tangible and concrete examples of how global social work educators can incorporate decolonial practices within their classroom spaces, as well as highlight potential tensions that may emerge as a result of engaging in and teaching global social work education from higher education institutions located in the Global North.