The purpose of this thesis is two-fold. First, to bring forth an understanding of the historical relationship between First Nations people and the formal Canadian education system. Second, to investigate how non-First Nations school social workers perceive their role in supporting First Nations youth within the education system.
The first goal is accomplished through a literature review, outlining histories that have shaped how many First Nations youth experience education. Additionally, themes of cultural safety, the role of school social work, and whiteness, are explored. Thus, providing the framework for analysis.
The second goal is accomplished through interviews with non-First Nations school social workers, working in Winnipeg school divisions. The interviews were qualitative, following a narrative style of inquiry.
Three recommendations are made based on this research in the areas of education on colonial histories, self-reflexivity in social work, and understanding when First Nations students feel culturally safe.
| Identifer | oai:union.ndltd.org:MANITOBA/oai:mspace.lib.umanitoba.ca:1993/30386 |
| Date | 13 April 2015 |
| Creators | McBurney, Amber Leigh |
| Contributors | Hart, Michael (Social Work), Hughes, Judy (Social Work) McRae, Heather (Kinesiology and Recreation Management) |
| Source Sets | University of Manitoba Canada |
| Detected Language | English |
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