Contextualized social work education in Canada: understanding educators’ perspectives

Dominant Eurocentric social work practices and knowledges have been critiqued for perpetuating colonial perspectives, underlining control aspects of work, advancing individualism, ignoring a holistic understanding issues, overlooking collective approaches. Alternative practice examples are being documented but less attention has paid to education. A phenomenological study with 15 Canadian educators explored their experience(s) contextualized The accounts, collected through individual interviews sharing circles, emphasize the participants’ politicized de-individualized context. They also promote contextualization education as responsiveness student community realities, privileging local. Contextualization is presented means resisting challenges, limits dangers Western, neoliberal educational professional practices. establishment strong collaborative institutional legitimization suggested pathways entrenching