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Closing the gap: reflections on school social work and decolonizing practice
Rebecca Tallman (author)Heather Peters (Thesis advisor)University of Northern British Columbia College of Arts, Social, and Health Sciences (Degree granting institution)Joanna Pierce (Committee member)April Henderson (Committee member)
Master of Social Work (MSW)
Number of pages in document: 77
This report explores the role social workers can play in closing the Aboriginal education and achievement gap in Canada. Aboriginal students in Canada receive less funding and are less likely to be successful in school when compared to non-Aboriginal Canadians (McMahon, 2014). As a result, Aboriginal students graduate at a much lower rate than non-Aboriginal students. The lower graduation rate experienced by Aboriginal students is often referred to as the Aboriginal education and achievement gap. Aboriginal students who are at risk of not graduating face a number of environmental barriers that make it difficult for them to be successful in the classroom. Therefore, support services, including social workers are integral to the success of Aboriginal students within the school system (Joseph, Slovak, & Broussard, 2010). This report outlines my practicum experience with the Aboriginal Social Work Program of School District 57 in Prince George, British Columbia ...