In 2015, the Truth and Reconciliation Commission (TRC) of Canada released its final report on the Indian Residential Schools system and issued 94 calls to action. Education was identified as core to the reconciliation process. Universities across the country responded swiftly, acknowledging the calls as urgent and long overdue. Institution‐wide task forces were established, and glossy reports were produced with directives to faculties and departments. Given Geography's historic and ongoing implication in white settler colonialism, Geography departments were in unique positions to surface the truths, engage in healing, and reconcile their relationships to Indigenous Peoples and the Land. This paper presents findings from an exploratory case study that sought to understand precisely what Canadian Geography departments have been doing to operationalize the TRC's calls to action in the five years since the TRC report was released. Using Foucauldian discourse analysis of semi‐structured interviews with Geography department heads, we show how settler‐colonial space‐time geographies were often used as a scapegoat to circumvent responsibility at the department level. We are calling on Geography departments to take time away from their standing state of affairs to strategically, structurally, and systematically operationalize the calls to action.
Limitations of the Study 2 ,Findings 3 Proposed Models 13 Conclusion 26 Footnotes 27 APPENDIX Mini Workshop Folder 29 Questionnaire for A.D.C. Recipients' 30 Questionnaire for Workshop 'Particip?nts 33 Sequence Bib1iograp~ies Human Beha~ior & 'Social Environment 37 Social Research 43 Social Welfare Policy 45 Social Work Practice 52 Acknowledgements' This s.tudy would not have been possible without the complete cooperation of the administration and staff of the Albina Multi-Service Center. We are particularly.indebted to Leon Harris, former Manager 'of the Center in which our study was conducted. Also, we are deeply iridebted to the many ~ocial work practitioners and consumers in the Model Cities area who willingly participated in the research. We pa!ticularly want to thank Kay Toran, Research Advisor, for her early support and encoura~ement. She gave us the courage, determination and assistance to pursue this study. We particularly appreciate her assistance in every phase of the study, including the collection of data, critical readings, and general editing. Her assistance has not been confined to advising, but has transcended to include discussion of ideas and concepts presented in this project. ii Preface This research was undertaken in response to the many 1 questions raised by Black social work students concerning the need for Black content to be in~luded in the social work curriculum at Portland State University. Black s~udents at social work institu tions throughout the country are presently attempting to develop a curriculum that will improve the delivery of so~ial services in the Black community. Therefore, we have developed ,in the following pag~s a rationale and a suggested model for the introduction of appropriate Black content into the social work curriculum.
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