Contextualizing disciplinary histories through the personal stories of forerunners creates compelling narratives of the craft of evolving professions. By looking to our intellectual and practitioner ancestors, we participate in a dialogue with a history that shapes our contemporary professional identities and aspirations for the future. Grounded in a decolonizing approach to social work, this article examines how the discipline shapes its professional identity and ways of knowing by centering the role of canonical founders in the social work curriculum. The global social work origin story in the curriculum often centers on Anglo-American ancestors that illustrate the development of the disciplinary boundaries of the international profession. One method of decolonizing social work epistemology at the intersection of ancestors and professional lineage could be to look to public history as a pedagogical tool in the curriculum. The article concludes by examining the use of podcasts as having the potential to decolonize the process of collecting, analyzing, and disseminating local knowledge of ancestors thus challenging the top-down approach to expert-driven epistemologies.
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