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Rangatiratanga: decolonizing and indigenizing social work education in Aotearoa New Zealand

avondale.affiliateMafile'o, Tracie; 0000-0002-5969-9915
avondale.departmentScripture, Spirituality and Society Research Centre
avondale.facultyArts
avondale.reporting.fieldOfEducation09 Society and Culture
avondale.reporting.fieldOfEducation07 Education
avondale.reporting.fieldOfResearch44 HUMAN SOCIETY::4409 Social work::440999 Social work not elsewhere classified
avondale.reporting.fieldOfResearch45 INDIGENOUS STUDIES::4514 Pacific Peoples education
avondale.reporting.fieldOfResearch45 INDIGENOUS STUDIES::4518 Pacific Peoples society and community
avondale.reporting.fieldOfResearch45 INDIGENOUS STUDIES::4508 Mātauranga Māori (Māori education)
avondale.reporting.isPeerReviewedPeer Reviewed
avondale.reporting.versionVoR
dc.contributor.authorWiniata-Kenny, A
dc.contributor.authorOwen, J
dc.contributor.authorMafile'o, Tracie
dc.contributor.authorMcNabb, D
dc.date.accessioned2025-09-22T23:50:08Z
dc.date.issued2025
dc.description.abstractThis chapter focuses on social work education in Aotearoa New Zealand. In particular, the chapter critically examines how Aotearoa social work education institutions, and the sector at large, have engaged in decolonization and indigenization. Rangatiratanga, an indigenous principle of self-determination, is promoted to forge the future of social work education in Aotearoa. We will attempt to address two key questions confronting social work education in Aotearoa: (1) How does rangatiratanga inform social work education and practice in Aotearoa? And (2) What ought the future of social work education and practice in Aotearoa be? The core of this chapter provides four different commentaries on the indigenization of social work education in Aotearoa; each contributed by one of the four authors, based on our institutional and scholarly work. Alma Winiata- Kenny discusses embedding Indigenous values as the basis of the social work programme at the Indigenous tertiary institution Te Wānanga o Raukawa. Jodie Owen writes from the institutional context of another Indigenous tertiary provider, Te Wānanga o Aotearoa. Her discussion reveals the process and impact of developing the first bicultural social work degree in Aotearoa, applying fundamental principles based on mātauranga Māori knowledge. Tracie Mafile’o explains Moana/Pacific social work education perspectives and initiatives in Aotearoa - Tracie is also institutionally positioned within a university. David McNabb recently left his work after 13 years within a Polytechnic tertiary education provider. He highlights key findings from research with Māori and non-Māori social work educators in Aotearoa about how they operationalize decolonizing practices. The discussion brings key messages together from across the four commentaries, arguing that the future of social work education in Aotearoa must be anchored in the realisation of rangatiratanga - where Māori achieve self-determination within the contemporary society of Aotearoa.
dc.identifier.citationWiniata-Kenny, A., Owen, J., Mafile’o, T. & McNabb, D. (2025). Rangatiratanga: decolonizing and indigenizing social work education in Aotearoa New Zealand. In T. Akimoto, E.R. Canda, J. Gohori, Z.A. Hatta, Z.A., D. McNabb, S. Rasool, & K. Matsuo (eds) Social work academics resisting globalization of Western-rooted social work (Chapter 2, pp13-51). Asian Research Institute for International Social Work, Shukutoku University, Japan.
dc.identifier.urihttps://research.avondale.edu.au/handle/1897/36055377
dc.language.isoen
dc.publisherAsian Research Institute for International Social Work, Shukutoku University
dc.rightsOpen Access
dc.subjectsocial work education
dc.subjectdecolonising
dc.subjectindigenising
dc.subjectAotearoa New Zealand
dc.titleRangatiratanga: decolonizing and indigenizing social work education in Aotearoa New Zealand
dc.typeBook Chapter

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