Social Work education at the University of Northern British Columbia is committed to a program of studies that is informed by a central concern for human rights, personal empowerment, community change and social justice.

It has as its foundation an analysis of power in relation to class, race, ethnicity, gender, sexual orientation, age and abilities. Incorporating critical social thinking including structural, feminist and anti-racist analyses, the School focuses on social work in northern and remote areas, social work with Indigenous peoples and, women and human services and community practice and research. It continues to develop in collaboration with regional, national and global communities.

One of the major challenges facing social work education at UNBC is to provide a program of studies that prepares students for effective practice in the evolving economic, political, and social contexts. Social Work at UNBC does this by accenting the way global, national, provincial, and historical forces affect the well-being of those that live, work, and practice in this region. A major strength of the program lies in its effort to foster critical intervention skills that weave the domains of social policy and research with social work practice. This priority is attained through course offerings that emphasize and integrate

the crucial links between social work and social welfare policy, practice, and research.

School of Social Work Commitment to Truth and Reconciliation

Mission Statement (Draft January 2024)

The UNBC School of Social Work (SoSW) is committed to a program of studies that is informed by a central concern for human rights, personal empowerment, community change, and social justice.  The SoSW has as its foundation an analysis of power in relation to class, race, ethnicity, gender, identity, age, and abilities. Incorporating structural, feminist, and anti-racist analyses, the School focuses on social work in northern and remote areas, social work with Indigenous peoples, community-based research and practice, critical and creative thinking, and connection through relationship.  

Consistent with the Canadian Association of Social Work Education’s Statement of Complicity and Commitment to Change (link here), we acknowledge that colonizing narratives, policies, and practices have been, and continue to be, embedded in social work education, research, and practice.  We commit, both individually and collectively, to act in ways that lessen such harms with a goal of ending them.   

The SoSW seeks to provide its graduates with intellectual, practical, and professional skills and knowledge rooted in values consistent with provincial and national codes of ethics.  By acknowledging the holistic, interdisciplinary, and activist nature of social work and its commitment to social justice, the curriculum and governance of social work education at UNBC will strive to provide a self-reflective balance between:

• theory and practice;
• research, teaching, and community service; 
• critical self-awareness and respect for the ideas of others.

The School of Social Work will seek to ensure a safe and stimulating educational environment for students, faculty, and staff.

TRC 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: 

1. Monitoring and assessing neglect investigations
2. 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.
3. Ensuring that social workers and others who conduct child-welfare investigations are properly educated and trained about the history and impacts of residential schools.
4. 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.
5. Requiring that all child-welfare decision makers consider the impact of the residential school experience on children and their caregivers.

Mandatory Course: yes

SOCW 310-3: Social Work and Indigenous Peoples

This course examines methods of developing an anti-racist social work practice in the context of  Indigenous peoples’ experiences. Particular emphasis is placed on understanding emerging models and structures within Indigenous communities. The course explores the development of these models and analyzes the impact of the colonial experience. Students are introduced to alternative methods, including some of the healing strategies and organizational structures in Indigenous communities. The course also covers the history and impact of residential schools (and the 60’s scoop)

handbookguide202320242.pdf (unbc.ca)

Mandatory Pre-Requisote

FNST 100-3 The Aboriginal Peoples of Canada

This course is an introduction to the languages, history, culture and enduring presence of the aboriginal people of Canada, intended to explore the range of aboriginal social formations, both past and present, and to consider the future. Oral, written, and archaeological records will be examined. Special attention will be given to the crucial economic, social, and spiritual contacts that exist within aboriginal societies, as well as to materials on the changes that have occurred since the advent of the Europeans.

Mandatory Couse for Masters Degree

SOCW 602-3 Indigenous Peoples: Advanced Social Work Practice 

This course investigates conceptual, policy and practice issues that help professionals in the human services develop an appropriate role for social work in Indigenous cultures. Government and legal processes, values, economic factors, policies and practices are examined. The course examines issues such as racism, the position of women and children in relation to reserve, town and city life, autonomy, integration, underdevelopment and the transfer of social services to Indigenous peoples. The course also covers the history and impact of residential schools (and the 60’s scoop).

Handbook for Master of Social Work

Faculty of Social Work Commitment to Call to Action 1 # 3, 4 and 5: 3 out of 3 = 100%

3	History and impact of residential schools (theory)
	Yes. See mandatory and pre-requisite course descriptions above
4	Potential for Aboriginal communities and families to provide more appropriate solutions to family healing (practice)
	Yes. See mandatory and pre-requisite course descriptions above
5	All child welfare decision makers consider the impact of the residential school experience on children and their caregivers
	Yes. See mandatory and pre-requisite course descriptions 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
	Since time immemorial, Indigenous peoples have walked gently on the diverse traditional territories where the University of Northern British Columbia community is grateful to live, work, learn, and play. We are committed to building and nurturing relationships with Indigenous peoples, we acknowledge their traditional lands, and we thank them.Located on Faculty of Social Work – Home Page and University of Northern BC – Home Page
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
	Draft January 2024 Mission Statement will be presented to the community for their input at a Community Advisory gathering in May.  Our Community Advisory Group is made up of both Indigenous and non-Indigenous community members from our Prince George campus as well as our other 3 regional campuses (Quesnel, Terrace, and Ft. St. John).

NOTE: All content has been submitted to the respective faculty for validation to ensure accuracy and currency as of the time of posting. The University of Northern British Columbia School of Social Work reviewed and approved the document. Managing Editor: Douglas Sinclair: Publisher, Indigenous Watchdog Lead Researcher, Julia Dubé