Teaching cultural humility for social workers serving LGBTQI Aboriginal communities in Australia
- Authors: Bennett, Bindi , Gates, Trevor
- Date: 2019
- Type: Text , Journal article
- Relation: Social work education Vol. 38, no. 5 (2019), p. 604-617
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- Description: It is well documented that colonization and subsequent repressive policies have wrought devastating changes in the lives of Aboriginal people in Australia. Social workers are an essential group for improving social justice and self-determination for Australian Aboriginal people. The Australian Association of Social Workers (AASW) acknowledges that Aboriginal people make a unique contribution to the life of the nation and mandates that social work educational programs provide culturally responsive content that acknowledges the value and contributions of Aboriginal people. Social work educators need to embed this content without reinforcing stereotypes or being tokenistic. This is a challenge when teaching about intersecting identities, such as lesbian, gay, bisexual, transgender, queer/questioning, and intersex (LGBTQI) Aboriginal people. We outline the terms used in this space and propose that cultural humility is an acceptable framework to consider. We introduce key conceptual terms used in LGBTQI Aboriginal communities. Finally, we provide recommendations for engaging with LGBTQI Aboriginal peoples.
Making #blacklivesmatter in universities: a viewpoint on social policy education
- Authors: Bennett, Bindi , Ravulo, Jioji , Ife, Jim , Gates, Trevor
- Date: 2021
- Type: Text , Journal article
- Relation: International journal of sociology and social policy Vol. 41, no. 11/12 (2021), p. 1257-1263
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- Description: Purpose The purpose of this viewpoint article is to consider the #BlackLivesMatter movement within the Aboriginal Australian struggle for equality, sovereignty and human rights. Indigenous sovereignty has been threatened throughout Australia's history of colonization. We provide a viewpoint and recommendations for social policy education and practice.Design/methodology/approach. We provide commentary and interpretation based upon the lived experience of Black, Indigenous and Other People of Color (BIPOC) co-authors, co-authors who are Allies, extant literature and practice wisdom as social policy educators. FindingsUniversities are sources of knowledge production, transmission and consumption within society. We provide critical recommendations for what social policy education within universities can address human rights and the #BlackLivesMatter movement.Originality/valueCulturally responsive inclusion for BIPOC has only just begun in Australia and globally within the context of the #BlackLivesMatter movement. This paper adds critical conversation and recommendations for what social policy programs might do better to achieve universities' teaching and learning missions.
Creating spatial, relational and cultural safety in online social work education during COVID-19
- Authors: Bennett, Bindi , Ross, Dyann , Gates, Trevor
- Date: 2022
- Type: Text , Journal article
- Relation: Social work education Vol. 41, no. 8 (2022), p. 1660-1668
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- Description: Spatial, relational and cultural safety are critical elements of trauma-informed social work practice, gaining momentum in social work education. Culturally responsive and trauma-informed pedagogical approaches meet the definition of safety. The aim is to create a democratic, collaborative, and reflexive space whereby students and educators can feel simultaneously supported in the diversity of their respective lived experiences and learning. The challenges in fostering these learning and teaching spaces are reflected upon at one Australian university which responded to the COVID-19 pandemic by quickly transitioning to online learning without prior planning and consultation. The reflection describes the challenges and opportunities in delivering online content and the use of spatial, relational and cultural safety to navigate these challenges. The authors demonstrate the Aboriginal practice of social Yarning for use in online classrooms. Yarning helps educators and students attend to safety as an integral dimension of social work education.
Teaching mental health and well-being online in a crisis: Fostering love and self-compassion in clinical social work education
- Authors: Gates, Trevor , Ross, Dyann , Bennett, Bindi , Jonathan, Kate
- Date: 2022
- Type: Text , Journal article
- Relation: Clinical Social Work Journal Vol. 50, no. 1 (2022), p. 22-34
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- Description: The coronavirus (COVID-19) pandemic has shifted clinical social work (CSW) and mental health education in Australia, and indeed throughout much of the globe, onto online delivery. The disruption caused by COVID-19 presents unexpected challenges in fostering the development of skill sets among social work educators in partnership with students. This article is a reflexive collaborative autoethnography written by four educators of different international and cultural backgrounds at a regional university in Queensland. Our university has experienced a shift from primarily a face-to-face delivery to online delivery due to social distancing. This article is grounded in an ethic of love, a values-based relationship-oriented practice promoting care, collaborative dialogue and solidarity between people, using self-compassion and reflexivity. We explore how COVID-19 has forced the authors to alter their teaching practice, cope with uncertainties, and respond with loving kindness to the shifting needs of students. We draw upon our experiences as educators of diverse cultural, linguistic, gender, and sexualities from Australia, the United States, the United Kingdom, and Nigeria and reflect upon how we have simultaneously turned inward and outward through technology. We draw upon person-centered, narrative, trauma informed and anti-oppressive clinical and educational approaches when exploring self-compassion and loving approaches with the students. We discuss the need for self-compassion and love of others as we respond to the current crisis by modeling self-compassion and love for CSW students who are experiencing crises, including loss of employment, separation from family overseas and interstate, isolation from colleagues and loved ones, and healthcare issues.
Adult learning as metamorphosis and popular education for lesbian, gay, bisexual, transgender/gender diverse, and queer+ equality: The story of leonard matlovich
- Authors: Gates, Trevor , Ross, Dyann , Bennett, Bindi
- Date: 2023
- Type: Text , Journal article
- Relation: Adult learning Vol. 34, no. 4 (2023), p. 209-219
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- Description: Critical events in Leonard Matlovich’s life depict a reluctant activist for lesbian, gay, bisexual, transgender/gender diverse, and queer+ (LGBTQ+) equality. He served in the US military and subsequently came to personify the broad social challenges to the military’s homophobic culture and recruitment practices. Matlovich’s experience of a series of life metamorphoses made a difference beyond the individual. His example inspired multitudes of other concerned citizens in how to undertake their metamorphoses to challenge institutionalized homophobia. Breakthrough learning experiences in Matlovich’s life are presented to explore and refine aspects of transformative learning theory by applying Jane Martin’s metamorphosis model. The learning nexus between individuals and society is shown to be a dynamic interaction where both aspects of Matlovich’s story and his influence are explored in the context of today’s LGBTQ+ equality struggles. The article shows the conducive personal and societal conditions that enabled his various metamorphoses as whole-of-individual identity and sociocultural crossings toward transformational change. Additionally, the implications of Martin’s educational metamorphosis are discussed. Adult educators are encouraged to emphasize learning located in the learner’s life circumstances, exemplary case studies to inspire cultural crossings against injustice, and transformations as being about grasping in situ learning opportunities in the cross-influence between the whole person and their socio-historical context. Matlovich’s experiences show how relevant dimensions of Martin’s theoretical approach, coupled with support from allies, can contribute to personal agency and can build a groundswell of learning needed to support activism for social justice movements.
Cyberbullying, mental health, and lesbian, gay, and bisexual youth with disabilities : intersectionalities and environmental risks
- Authors: Gates, Trevor , Bills, Kaycee , Bennett, Bindi , Kelly, Brian
- Date: 2023
- Type: Text , Journal article
- Relation: Journal of Child and Family Studies Vol. 32, no. 10 (2023), p. 3159-3166
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- Description: Lesbian, gay, and bisexual youth with disabilities are at risk for being cyberbullied. Additionally, these risks can be compounded by other intersectional factors, such as cultural identity. Youth with multiple marginalized identities are at risk for stress, discrimination, and poor mental health outcomes as a result of bullying. However, research exploring the intersections between risk, sexual identity, and disability is sparse. In this article, we begin to address this gap in a diverse sample of lesbian, gay, and bisexual youth who have reported being cyberbullied in the Youth Risk Behavior Surveillance System. We discuss implications for child and family studies, identifying opportunities for further discussion on risk, mental health, and person-in-environment factors for lesbian, gay, and bisexual youth with disabilities. © 2023, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.
Inclusion of animals in allied health practice in Australia : a beginning exploration
- Authors: Bennett, Bindi , Gates, Trevor , Yeung, Polly , Evans, Krystal
- Date: 2023
- Type: Text , Journal article
- Relation: Social Work in Mental Health Vol. 21, no. 3 (2023), p. 269-284
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- Description: Working with domesticated animals in allied health fields continues to evolve in Australia. We sought to gain an understanding of practitioners’ knowledge, skills, and actions when working with domestic animals in Australia. Adapting methods and measurements from a study performed in Aotearoa New Zealand, the current study surveyed 28 allied health practitioners analyzing the extent animals have been incorporated into practice in Australia, and the practice considerations made to domestic animal welfare and ethics. This research showed a continuing lack of clear workplace policies, support or professional training, and a call for ethical guidelines when working in partnership with animals. © 2022 Taylor & Francis.
Strengthening critical allyship in social work education: opportunities in the context of #BlackLivesMatter and COVID-19
- Authors: Gates, Trevor , Bennett, Bindi , Baines, Donna
- Date: 2023
- Type: Text , Journal article
- Relation: Social work education Vol. 42, no. 3 (2023), p. 371-387
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- Description: COVID-19 has shifted social work education and widened the gaps in services for historically marginalised communities, including people of diverse cultural, sexual and gender identities and social classes. Existing inequities based on cultural differences have been magnified, perhaps most recently evident in George Floyd's slaying and the subsequent #BlackLivesMatter demonstrations across the globe. Learning to be an ally for diverse communities and working towards the betterment of all people is a goal of social work education. We argue that simple allyship is not enough given the structural inequities present in North America and Australia the civil unrest amidst the COVID-19 pandemic. Social work education's focus should trend towards allegiance with disadvantaged communities or critical allyship and include a commitment to undertake decisive actions to redress the entrenched colonial, capitalist, systemic and structural inequities that oppress many and provide unearned privilege and advantage to others. We explore strategies used in classrooms to promote allegiance and make recommendations for social work education, policy, and practice in this time of change.
Workplace friendships while teleworking during COVID-19 : experiences of social workers in Australia
- Authors: Gates, Trevor , Bennett, Bindi , Yadav, Raj
- Date: 2023
- Type: Text , Journal article
- Relation: International Social Work Vol. 66, no. 1 (2023), p. 158-167
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- Description: COVID-19 has shifted Australia’s social service delivery. Understanding the impact on workplace relationships is key. This article used a small-scale sample of social workers (N = 37) to explore workplace friendship experiences while teleworking. Participants reported opportunities for friendships during COVID-19 but reported ongoing personal and professional concerns. © The Author(s) 2021.
Workplace heterosexism and well-being : education, social class, sexual orientation and gender identity, and human rights
- Authors: Gates, Trevor , Morse, Claire , Bennett, Bindi
- Date: 2023
- Type: Text , Journal article
- Relation: Journal of Human Rights and Social Work Vol. 8, no. 2 (2023), p. 117-122
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- Description: Human rights advocates work towards the inclusion of people of various identities, including people of diverse LGBTQ+ identities, cultural identities, and education. The purpose of this research note is to explore the intersection of lower- and working-class identity with race, gender, and educational attainment in a sample of LGBTQ+ workers in New York. Findings of the pilot study were that LGBTQ+ people from lower- and working-class backgrounds reported differences in risk of reporting heterosexism and likelihood the complaint would be taken seriously. Education and gender were significant factors in the sample. Implications and possible interventions for human rights advocates are provided. © 2023, The Author(s), under exclusive licence to Springer Nature Switzerland AG.