Unravelling Cultural Constructions in Social Work Education: Journeying Toward Cultural Competence

Abstract

Cultural understanding is often so deeply internalised it is difficult to know when and how values, beliefs and traditions were learned and even whether the ingrained messages carried from the past remain relevant in the present. Finding creative and culturally inclusive ways for students to unravel the origins of their own cultural constructions evolved into an assignment for a family course in social work education at the University of Otago, New Zealand. The student group were distance taught, mature students, most of whom were working in social service settings. Students self‐selected into groups and were asked to research, analyse and present their understanding of the influence of a culturally specific and influential myth, legend or fairytale. A key requirement was that this occurred within the context of working with families. Students were required to examine how the messages from well known ‘stories’ are perpetuated and how these then influence social work practice. This method of assessment was monitored and evaluated in terms of the students' experiences along with the learning outcomes for the course. It is the rationale, the process, and evaluation of this assignment that will be discussed in this paper.

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