The study examines how Aboriginal workers and workers of colour experience union solidarity and explores the necessary conditions for the remaking of solidarity and the renewal of the labour movement. Grounded in anti-colonial discursive framework, the study analyzes the cultures and practices of labour solidarity through the lived experiences of Aboriginal activist and activists of colour within the Canadian labour movement. Utilizing the research methodologies of participatory action research, arts-informed research and critical autobiography, the research draws on the richness of the participants’ collective experiences and visual images co-created during the inquiry. The study also relies on the researcher’s self-narrative as a long time labour activist as a key part of the embodied knowledge production and sense making of a movement that is under enormous challenges and internal competing tension exacerbated by the neoliberal agenda. The findings reveal sense of profound gap between what participants experience as daily practices of solidarity and what they envisioned. Through the research process, the study explores and demonstrates the importance and potential of a more holistic and integrative critical education approach on anti-racism and decolonization. The study proposes a pedagogical framework on solidarity building with four interlinking components – rediscovering, restoring, reimagining and reclaiming – as a way to make whole for many Aboriginal activists and activists of colour within the labour movement. The pedagogy of solidarity offers a transformative process for activists to build solidarity across constituencies in the pursuit of labour renewal and social justice movement building.

The study examines how Aboriginal workers and workers of colour experience union solidarity and explores the necessary conditions for the remaking of solidarity and the renewal of the labour movement. Grounded in anti-colonial discursive framework, the study analyzes the cultures and practices of labour solidarity through the lived experiences of Aboriginal activist and activists of colour within the Canadian labour movement. Utilizing the research methodologies of participatory action research, arts-informed research and critical autobiography, the research draws on the richness of the participants’ collective experiences and visual images co-created during the inquiry. The study also relies on the researcher’s self-narrative as a long time labour activist as a key part of the embodied knowledge production and sense making of a movement that is under enormous challenges and internal competing tension exacerbated by the neoliberal agenda. The findings reveal sense of profound gap between what participants experience as daily practices of solidarity and what they envisioned. Through the research process, the study explores and demonstrates the importance and potential of a more holistic and integrative critical education approach on anti-racism and decolonization. The study proposes a pedagogical framework on solidarity building with four interlinking components – rediscovering, restoring, reimagining and reclaiming – as a way to make whole for many Aboriginal activists and activists of colour within the labour movement. The pedagogy of solidarity offers a transformative process for activists to build solidarity across constituencies in the pursuit of labour renewal and social justice movement building.

Att socionomstudenter under socionomutbildningen erhåller kunskap kring de maktaspekter som förekommer i mötet med klienter, kan anses betydande för det sociala arbetets praktik. Undervisning kring normkritik och intersektionalitet tar fasta på just dessa maktaspekter vilket därmed påvisar vikten av goda förutsättningar för att bedriva sådan undervisning. Studiens syfte vilket är att undersöka lärares upplevelser och erfarenheter av att undervisa om normkritik och/eller intersektionalitet på socionomutbildningen. En kvalitativ studie har genomförts med lärare som har erfarenhet av undervisning kring normkritik och/eller intersektionalitet. Nio semistrukturerade intervjuer har genomförts med lärare från olika lärosäten. Studiens material har analyserats utifrån normkritisk pedagogik samt antiförtryckande undervisning. I studien framkommer vikten av att studenterna utvecklar ett kritiskt tänkande för att kunna ifrågasätta förgivettagna sanningar samt för att studenterna genomgående skulle arbeta kring den process som det kritiska tänkandet innebär. Även att den kritiska blicken måste riktas mot den egna personen för en djupare förståelse kring makt, normer och strukturer, samt hur de som individer påverkar och påverkas av dessa. Organisatoriska hinder för undervisningen har synliggjorts i form av resursbrist. Studentgrupperna anses vara för stora och det finns inte tillräckligt med tid för att utforma undervisningen på sätt som visat sig gynnsamma. Slutsatserna för studien är att lärarna anser att kunskap kring normkritik och intersektionalitet är ett viktigt bidrag till att social förändring på strukturell nivå ska kunna ske. För att studenterna ska kunna tillgodose sig sådan kunskap krävs tillgång till de resurser som lärarna efterfrågar. Den resursbrist som tydliggjorts i denna studie behöver även tas hänsyn till vid forskning samt utformning av undervisningsmetoder för att dessa praktiskt ska kunna genomföras. / One might say that it is of significant importance for social work practices that students, during education to become social workers, acquire knowledge of the aspects of power that occur during the meeting with clients. Anti-oppressive education as norm criticism and intersectionality addresses these aspects of power, thus points out the importance of good conditions for such education. The purpose of this study is to investigate how the teaching is conducted in practice and examine teachers’ experiences on how to teach about norm criticism and/or intersectionality in social work education. A qualitative study has been conducted with teachers who have experience in teaching about norm criticism and/or intersectionality. Nine semi-structured interviews have been conducted with teachers from different institutions. The study material has been analyzed on the basis of norm critical pedagogy and anti-oppressive education. The study highlights the importance that students develop critical thinking, which is imperative in order to question known “truths” and to continuously apply the process of critical thinking. For a deeper understanding, the students must understand the of power, norms and structures as well as how they affect and are influenced by them. This is achieved by the students turning the critical look toward themselves. There are organizational barriers to the teaching about norm criticism and/or intersectionality due to the lack of resources. For example, the student groups are too large and there is time constraint in designing the teaching in a constructive way. The conclusions are that teachers believe that knowledge about norm criticism and/or intersectionality is of outmost importance to achieve social change on a structural level. In order for students to gain such knowledge, the resources required must be made available to teachers. Therefore, to ensure that new models of teaching about norm criticism is practically implemented in social work education, the shortage of resources exposed in this study need to be considered when developing new teaching methods and during further research.

This study examines intricately related questions of consciousness and learning, textually-mediated social coordination, and human relationships within nature, anchored in the everyday life practices and concerns of a remote First Nation community in the Treaty 9 region. Through the use of Institutional Ethnography, community-based research and narrative methods, the research traces how the ruling relations of land use planning unfold within the contemporary period of neoliberal development in Northern Ontario. People’s everyday experiences and access to land in the Mushkego Inninowuk (Swampy Cree) community of Fort Albany for example, are shaped in ways that become oriented to provincial ruling relations, while people also reorient these relations on their own terms through the activities of a community research project and through historically advanced Indigenous ways of being. The study examines the coordinating effects of provincially-driven land use planning on communities and territories in Treaty 9, as people in local sites are coordinated to others elsewhere in a complex process that serves to produce the legislative process called Bill 191 or the Far North Act. Examining texts, ideology and dialectical historical materialist relations, the study is an involved inquiry into the text process itself and how it comes to be put together. The textually mediated and institutional forms of organizing social relations—effectively land relations—unfold with the involvement of people from specific sites and social locations whose work is coordinated, as it centres on environmental protection and development in the region north of the 51st parallel. A critique of the textually mediated institutional process provides a rich site for exploring learning within the context of neoliberal capitalist relations and serves to illuminate ways in which people can better act to change the problematic relations that haunt settler-Indigenous history in the contemporary period. The work asks all people involved in the North how we can work to address historic injustices rooted in the relations and practices of accumulation and dispossession. The voices and modes of governance of Aboriginal people, obfuscated within the processes and relations of provincial planning, must be afforded the space and recognition to flourish on their own terms.

This study examines intricately related questions of consciousness and learning, textually-mediated social coordination, and human relationships within nature, anchored in the everyday life practices and concerns of a remote First Nation community in the Treaty 9 region. Through the use of Institutional Ethnography, community-based research and narrative methods, the research traces how the ruling relations of land use planning unfold within the contemporary period of neoliberal development in Northern Ontario. People’s everyday experiences and access to land in the Mushkego Inninowuk (Swampy Cree) community of Fort Albany for example, are shaped in ways that become oriented to provincial ruling relations, while people also reorient these relations on their own terms through the activities of a community research project and through historically advanced Indigenous ways of being. The study examines the coordinating effects of provincially-driven land use planning on communities and territories in Treaty 9, as people in local sites are coordinated to others elsewhere in a complex process that serves to produce the legislative process called Bill 191 or the Far North Act. Examining texts, ideology and dialectical historical materialist relations, the study is an involved inquiry into the text process itself and how it comes to be put together. The textually mediated and institutional forms of organizing social relations—effectively land relations—unfold with the involvement of people from specific sites and social locations whose work is coordinated, as it centres on environmental protection and development in the region north of the 51st parallel. A critique of the textually mediated institutional process provides a rich site for exploring learning within the context of neoliberal capitalist relations and serves to illuminate ways in which people can better act to change the problematic relations that haunt settler-Indigenous history in the contemporary period. The work asks all people involved in the North how we can work to address historic injustices rooted in the relations and practices of accumulation and dispossession. The voices and modes of governance of Aboriginal people, obfuscated within the processes and relations of provincial planning, must be afforded the space and recognition to flourish on their own terms.