The School of Social Work focuses on Indigenous, structural, critical feminist, anti-oppressive, and anti-racism perspectives with northern, rural, remote, Indigenous, and Franco-Ontarian communities.
The School of Social Work at Algoma University offers academic excellence for professional education in Sault Ste Marie and in Timmins. Graduates of the four-year Bachelor of Social Work degree are prepared to practice anti-oppressive social work at the entry-level with diverse populations in a Canadian context and are introduced to anti-racism perspectives. Our programming was developed in consultation with various local employers in Sault Ste. Marie and Timmins, who have cited a growing need for employees. For this reason, our programming is designed to help fulfil the need for social workers in northern, rural, and remote regions.
The mission of the School of Social Work at Algoma University is to deliver a BSW program that prepares students for generalist practices in anti-racist, anti-colonial, Indigenous, structural, critical feminist, and anti-oppressive social work practice. Graduates will be able to practice critical anti-oppressive social work in ways that are ethically informed and directed toward advancing equity, equality, and social justice with Black, Indigenous, two-spirit, lesbian, gay, bisexual, transgender, queer, questioning, intersex, asexual, individuals who express their gender and sexuality in other ways outside heteronormativity and the gender binary (2SLGBTIQ+), Northern, Francophone, as well as other marginalized groups and remote communities. We acknowledge the intersectional realities of these dynamic identities and recognize that these experiences interlock in complex ways. Our faculty engages in collaborative community research, practice and teaching initiatives and engagement. You will be expected to participate and engage with the faculty and other students in enriching experiential learning in our program.
The Social Work Program’s mission statement and program delivery is well embedded in the university’s strategic objectives in line with Canadian Association for Social Work Education (CASWE), and is committed to:
- Social justice, social equity, reconciliation, community healing and social change based on humanitarianism and egalitarianism.
- Dismantling anti-Indigenous racism, anti-Black racism, anti-Asian racism and issues of marginalization based on race, gender, class, sexuality, ability, age, religion and other forms of oppression by engaging with anti-colonial and anti-oppressive practices and other liberation discourses that value ethical inclusivity, diversity, respect and the dignity and worth of all people.
- Highlighting Indigenous knowledge and approaches, and to affirm histories that continue to be neglected and silenced. We problematize colonialism in its historic and ongoing guises.
- Developing professional cultures that bring together teaching faculty, field instructors, students, alumni and social workers in the field, from diverse geographical and spatial locations, for example, South Porcupine (Timmins), and Sault College in Sault Ste. Marie, as partners in the realization of the BSW program’s mission within the mission of the university.
- Our teaching, learning, practice, and research being guided by the CASW code of ethics, and the seven grandfather teachings.
- Multiple epistemological practices and pedagogical approaches that employ inclusive, interactive lectures; learning circles and circle work; small group work; work integrated learning, small group exercises; hands-on skills-based practice learning in areas of individual, couple, group work, family and community practice; video; podcasts, case studies; simulated experience; community visits; engagement with community activism guest presentations; student presentations; and both culture, and land-based instruction, and other forms of experiential learning.
- Developing partnerships with other colleges, communities, organizations and other local and international stakeholders.
- Working with, and advancing the accreditation standards of the Canadian Association for Social Work Education at the BSW level.
Faculty of Social Work Commitment to Truth and Reconciliation
Special Mission
Our Special Mission’s commitment to cross-cultural learning between Anishinaabe communities and the world infuses every aspect of campus life.
The land on which Algoma University now sits was provided by Chief Shingwauk and his community for the express purpose of educating the Anishinaabe people in the way of the European people that came to this territory, while teaching the newcomers how to live in harmony with the Anishinaabe people and all of creation.
As part of the transformational efforts we are undertaking to move the Nation’s priority of healing and reconciliation forward, we will use our history and stories to teach the truth about the Residential Schools’ history in Canada while at the same time, moving forward with Chief Shingwauk’s original vision for education on this site to be one of cross-cultural learning and teaching.
Students enrolled in our program will examine a variety of topics and will understand how northern communities significantly differ from urban communities in regards to health services, family and child welfare, and the social welfare system. Our graduates will understand crisis intervention, and how to deal with victims of abuse, including those who were affected by the residential school system in Canada. Unlike any other Ontario university, Algoma U is situated on the former site of the Shingwauk Indian Residential School, and offers special lectures and guest presentations from residential school Survivors.
Call to Action # 1
We call upon the federal, provincial, territorial, and Aboriginal governments to commit to reducing the number of Aboriginal children in care by:
- Monitoring and assessing neglect investigations
- Providing adequate resources to enable Aboriginal communities and child-welfare organizations to keep Aboriginal families together where it is safe to do so, and to keep children in culturally appropriate environments, regardless of where they reside.
- Ensuring that social workers and others who conduct child-welfare investigations are properly educated and trained about the history and impacts of residential schools.
- Ensuring that social workers and others who conduct child-welfare investigations are properly educated and trained about the potential for Aboriginal communities and families to provide more appropriate solutions to family healing.
- Requiring that all child-welfare decision makers consider the impact of the residential school experience on children and their caregivers.
Mandatory Curse(s): YES (4)
| Introduction to Social Work: Anishinaabe, Structural and Feminist Perspectives (SWRK1007) Show Description | (Asynchronous Online) | ||
| A survey of the profession of social work, including early influences, the relationship between social analysis and social work practice, values and ethics and the factors that shape contemporary social work practice. Students will be introduced to Anishinaabe, structural, feminist, northern and rural/remote and anti-oppressive approaches to social work and sensitivity to Franco-Ontarians. The course also introduces students to an examination of issues related to the delivery of social services, particularly in remote/rural, Northern and Anishinaabe communities. Students may not retain credit for both SWRK 1007 and SWLF 1007. (LEC/EXP 3) (3 cr) | |||
| Political Economy of Social Welfare (SWRK2106) Show Description | (Remote Synchronous/Asynchronous) | ||
| The course begins with a review of the emergence of the welfare state and traces the development of social programs in Canada from our colonial inheritance to the present day. It includes an analysis of the origins, influences, present forms and relative effectiveness of social programs designed to meet human needs. It examines the destructive impact of welfare state policies on Anishinaabe communities. Particular attention is given to structural and ideological factors that have combined to shape social policies, including issues related to social inequality, the impact of globalization, race, gender, class and sexual orientation. Students may not retain credit for both SWRK 2106 and SWLF 2106. Prerequisites: SWRK 1006. (LEC 3) (3 cr) | |||
| Integrative Field Seminar (SWRK4596) Show Description | (Remote Synchronous/Asynchronous) | ||
| This field seminar course is a required course for students enrolled in their Field Practicum I & Field Practicum II, and will be taken concurrently with SWRK 4600 Field Practicum I, & SWRK 4605 Field Practicum II. This seminar course enables students to reflexively engage with their experiences in their field practicum learning, by connecting social work theory with practice at the interpersonal, community, organizational and policy levels. The course focuses on the development of peer relationships within an overarching reflexive approach. The reflexive analysis of the course focuses on power analysis, problem identification, and problem solving using structural, feminist, anti-oppressive and Indigenous approaches and awareness of Northern, remote/rural, Anishinaabe, Franco-Ontarian contexts. Students are required to complete a series of assignments that will demonstrate their readiness for the social work profession. This course is restricted to student in year four of the professional years of the BSW program. (SEM 3) (3 cr) | |||
| Field Practicum II (SWRK4605) Show Description | (Remote Synchronous/Asynchronous) | ||
| This course provides students with a highly foundational experiential learning opportunity to develop and expand upon basic social work skills, particularly in the form of professional relationships with individuals, families, groups, organizations, and communities. This will be a 350-hour field practicum course. Students will deepen their ability to integrate social work theory with critical practice at the interpersonal, community, organizational, and policy levels. The focus will be on interpersonal relationships, power analysis, problem identification and problem solving, using feminist, structural, anti-oppressive and Indigenous approaches and awareness of Northern, remote/rural Indigenous populations. Students will be required to write a Reflexive Log to map their learning process. This course will be taken concurrently with SWRK 4596 Integrative Field Seminar. This course is restricted to students in year four of the BSW program. Prerequisite: SWRK 4600. (SEM 6) (6 cr) | |||
Faculty of Social Work Commitment to Call to Action # 1 iii, iv and v: 3 out of 3 = 100%
| 3 | History and impact of residential schools |
| Yes. Statement on Home Page of School of Social Work website We are aware of the impact that colonial actions, legislation, policy and institutions, including Residential Schools and child welfare systems, have on Indigenous Peoples, and we are committed to preparing students to critically reflect on how their work as future social workers has a role in working to move forward for a better future. The School of Social Work is committed to playing its role in addressing the Calls to Action that have been made by the Truth and Reconciliation Commission. | |
| 4 | Potential for Aboriginal communities and families to provide more appropriate solutions to family healing |
| Yes. Expectations document on School of Social Work website The BSW program incorporates both mainstream and Indigenous approaches to social work practice. It is rooted in ethics and values of the Seven Grandfather Teachings of the Anishinaabe way of life: Nibwaakaawin (Wisdom), Zaagiidiwin (Love), Mnaadendimowin (Respect), Aakodewewin (Bravery), Gwekwaadiziwin (Honesty), Dibadenziwawin (Humility), and Debwewin (Truth). Partnership with Oshki-Pimache-O-Win: The Wenjack Education Institute Special Mission This Oshki-Wenjack offering directly addresses our special mission to (1) provide undergraduate professional program focused on the needs of Northern Ontario and (2) cultivate cross-cultural learning between Indigneous communities and other communities. Oshki-Wenjack approached Algoma University because of interest in a BSW program from their students and communities in Thunder Bay and area. They were interested in creating an agreement specifically with Algoma University because of the special mission and the focus of the BSW program at Algoma. The BSW program at Algoma University is unique because it focuses on northern communities and criritical anti-racist, anti-colonial, Indigenous, structural, critical feminist, and anti-oppressive social work practice. Vision This agreement is in alignment with Algoma University’s vision for a transformative education through a student-centred approach to teaching and learning. The development of this agreement removes a barrier for Oshki-Wenjack students by permitting them to complete the BSW program in their own northern communities. The needs of students at Oshki-Wenjack informed the delivery model to ensure the holistic education needs of Nishnawbe Aski Nation learners in a safe, inclusive, supportive and culturally enriched learning environment in Thunder Bay. The cohort model also allows students to offer peer support to each other throughout the BSW program. Partnership Payukotayno – James & Hudson Bay Family Services Special Mission This Mushkegowuk Council offering directly addresses our special mission to (1) provide undergraduate professional program focused on the needs of Northern Ontario and (2) cultivate cross-cultural learning between Indigneous communities and other communities. This diploma provides a pathway for the students to progress to their BSW. Mushkegowuk Council approached Algoma University because of interest in program from their students and communities in Moose Factory and area. They were interested in creating an agreement specifically with Algoma University because of the special mission and the focus of the BSW program at Algoma. The BSW program at Algoma University is unique because it focuses on northern communities and criritical anti-racist, anti-colonial, Indigenous, structural, critical feminist, and anti-oppressive social work practice. Vision This agreement is in alignment with Algoma University’s vision for a transformative education through a student-centred approach to teaching and learning. The development of this agreement removes a barrier for Mushkegowuk Council students by permitting them to complete the diploma in their own northern communities. The needs of students at Mushkegowuk Council informed the delivery model to ensure the holistic education needs of Nishnawbe Aski Nation learners in a safe, inclusive, supportive and culturally enriched learning environment in Moose Factory. The cohort model also allows students to offer peer support to each other throughout the BSW program. The School of Social Work partners with community organizations. For example, a seminar was offered in partnership with the Indigenous Friendship Centre to support the needs of the youth they serve. Field practicum opportunities are available at Indigenous organizations. | |
| 5 | All child welfare decision makers consider the impact of the residential school experience on children and their caregivers |
| Yes. See # 3 above |
Compliance with CASWE/ACFTS Statement of Complicity and Commitment to Change
| At the May 27th, 2017 Board meeting, the Board of Directors of CASWE-ACFTS committed to ensuring that social work education in Canada contributes to transforming Canada’s colonial reality and approved a “Statement of Complicity and Commitment to Change”. “ This is an important step in engaging social work education in the reconciliation process and supporting the Truth and Reconciliation Calls to Action” affirms CASWE-ACFTS President, Dr. Susan Cadel. Of the 12 actions articulated in the “Statement of Complicity and Commitment to Change, the following two are directed at Schools of Social Work |
| 7 | Will encourage institutional members to post a territorial acknowledgement on their School’s website and post a link to the CAUT guide to territorial acknowledgement on the CASWE-ACFTS website to assist Schools with this task |
| Robinson- Huron Treaty Territory We acknowledge that we are in Robinson-Huron Treaty territory and the land on which we gather is the traditional territory of the Anishnaabeg, specifically the Garden River and Batchewana First Nations, as well as the Métis People.We are on sacred lands set aside for education as envisioned by Chief Shingwauk for our children and for those as yet unborn. Located under Equity, Diversity and Inclusion | |
| 8 | Will encourage and support Canadian schools of social work in revising mission statements, governance processes, curriculum, and pedagogy in ways that both advance the TRC recommendations and the overall indigenization of social work education |
| Yes. See Social Work Program Mission and Principles and Special Mission The Social Work Program’s mission statement and program delivery is well embedded in the university’s strategic objectives in line with Canadian Association for Social Work Education (CASWE). |
| NOTE: All content has been submitted to the respective faculty for validation to ensure accuracy and currency as of the time of posting. The Algoma University Faculty of Social Work reviewed and approved the document. Managing Editor: Douglas Sinclair: Publisher, Indigenous Watchdog Lead Researcher, Julia Dubé |