点燃陆上治疗之路:机构问责制的可能性

IF 0.8 Q3 ETHNIC STUDIES
Genealogy Pub Date : 2023-08-29 DOI:10.3390/genealogy7030062
Diana Meléndez, Diana Ballesteros, Cameron Rasmussen, Alexis Jemal
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引用次数: 0

摘要

美国的高等教育机构通常有着暴力的起源故事,包括土地盗窃、种族灭绝和参与奴隶制。社会工作学校也不例外。近年来,学院和大学,包括社会工作学院,已经开始面对他们在种族殖民主义中的历史和参与。作为亲属关系的土地分割和土地盗窃是种族定居者殖民主义危害的重要组成部分。学院和大学从土地盗窃中获益,主要是通过土地赠款。尽管如此,机构问责一直很少,包括对危害的有限承认,以及课程和员工的适度变化。本文扩展了社会工作高等教育机构问责的领域,将基于土地的治疗举措视为种族定居者殖民主义危害的关键补救措施。本文对社会工作高等教育与赠地机构之间的联系进行了历史回顾和非殖民化分析。在社会制图学文献的基础上,就赠地大学的体制责任问题审查了非殖民化高等教育的制图框架。这一框架是结合当代高等教育内外机构问责斗争的例子提出的。论文最后提出了与机构问责制和陆地治疗作为一种方法的影响有关的未来研究建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Igniting Pathways for Land-Based Healing: Possibilities for Institutional Accountability
U.S. based post-secondary educational institutions usually have violent origin stories that include land theft, genocide, and the participation in slavery. Schools of social work are no exception. In recent years, colleges and universities, including schools of social work, have started to confront their histories of and participation in racial-settler colonialism. The severance of land as kinship, and land theft, have been a significant part of the harms of racial-settler colonialism. Colleges and universities have benefited from land theft, primarily through land-grants. Still, institutional accountability has been minimal, including limited acknowledgment of harm and modest changes in curriculum and staff. This paper expands the terrain of institutional accountability in social work higher education to consider land-based healing initiatives as a critical remedy for the harms of racial settler colonialism. This paper provides a historical review and decolonial analysis of the connection between social work higher education and land-grant institutions. Building on social cartography literature, a mapping framework for decolonizing higher education is examined in relation to questions of institutional accountability by land-grant universities. This framework is offered in conjunction with contemporary examples of struggles for institutional accountability in and outside of higher education. The paper concludes with future recommendations for research related to institutional accountability and the implications of land-based healing as an approach.
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CiteScore
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