Decolonising social work practice field education: A scoping review

Abstract

Decolonisation is redressing colonial legacies and reaffirming self-determination. Understandings of decolonisation in social work field education literature were examined using a social justice lens. This scoping review combined systematic database searching with decolonising methods including relational searches. Data synthesis included thematic and deductive analysis to critical frameworks. The 43 studies included were primarily English-speaking and post-2010. Themes emphasised integrating Indigenous knowledge, challenging White dominance, reconstructing spaces, promoting critical reflection, and understanding socio-political contexts. Analysis highlighted the need for ameliorative and transformative change. Cultural and epistemic injustices embedded in social work field education marginalise non-White social work students. If unaddressed, harmful practices will be perpetuated.