University of Denver Graduate School of Social Work, Denver, CO, USA.
J Evid Based Soc Work (2019). 2020 Jan-Feb;17(1):90-104. doi: 10.1080/26408066.2019.1636331.
Curriculum that informs students about social work practice with Native Peoples must be culturally relevant and responsive. However, the voices of Native Peoples are often excluded from identification of needs and relevant practice models for services. A unique partnership between the Native People from several tribes and a rural southwestern social work program led to an innovative project of curriculum development for social work practice with Native Peoples. The curriculum content evolved directly from the experiences of Native tribal members in the region. A retreat format initiated the process with subsequent quarterly meetings that provided a venue for course development with specific attention to the development of Native faculty as authors and teachers. The impact of this process is discussed through the voices of Council members, students, and Native instructors. This paper offers guidance to social work programs who are interested in expanding their understanding of Native curriculum development.
必须使让学生了解与原住民合作的社会工作实践的课程具有文化相关性和响应性。然而，在确定需求和相关服务实践模式方面，原住民的声音往往被排除在外。几个部落的原住民与西南部农村地区的社会工作项目之间建立了独特的伙伴关系，由此促成了一个针对与原住民合作的社会工作实践的创新性课程开发项目。课程内容直接源自该地区原住民部落成员的经验。退修会形式启动了这一过程，随后每季度举行会议，为课程开发提供了一个场所，并特别注重培养土著教员成为作者和教师。通过委员会成员、学生和土著教师的声音来讨论这一过程的影响。本文为有兴趣拓展对原住民课程开发理解的社会工作项目提供了指导。
