A scoping study of Indigenous child welfare: The long emergency and preparations for the next seven generations

Haight, Wendy; Waubanascum, Cary; Glesener, David; Marsalis, Scott

doi:10.1016/j.childyouth.2018.08.016

Cited by 30 publications

(40 citation statements)

References 42 publications

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“…If parents are unable, then aunts, uncles, grandparents, cousins or others may provide care for children. Ideally, the approach to helping and healing those who are struggling is non-punitive, and community-based (see Haight, Waubanascum, Glesener, & Marsalis, 2018;Morrison, Fox, Cross, & Paul, 2010;Red Horse et al, 2000). Understanding these worldviews is the foundation of culturally responsive child welfare practice and policy.…”

Section: Strengths Within Indigenous Communitiesmentioning

confidence: 99%

The Center for Regional and Tribal Child Welfare Studies: Reducing disparities through indigenous social work education

Haight

Waubanascum

Glesener

et al. 2019

Children and Youth Services Review

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This research addresses one of the most pressing and controversial issues facing child welfare policymakers and practitioners today: the dramatic overrepresentation of Indigenous families in North American public child welfare systems. Effective, inclusive education is one necessary component of efforts to reduce such disparities. Yet recruiting students from various cultural communities to the field and educating white social work students and professionals to practice in culturally responsive ways are ongoing challenges. In this ethnography, we examine an apparently successful model of inclusive education: the Center for Regional and Tribal Child Welfare Studies (the Center) at the University of Minnesota, Duluth, School of Social Work. For over a decade, the Center has graduated Indigenous and non-Indigenous child welfare workers with MSWs now practicing within tribal communities, as well as provided continuing education for child welfare professionals. At the Center, Indigenous scholars and social workers, tribal leaders and their allies design and sustain a model of honoring and integrating Indigenous worldviews with Western social work. Experiential learningengaging the "heart and head"is a cornerstone of the Center's educational practices. Students and professional colleagues are approached with a "good heart" as "relatives" with positive intentions. They learn about the spirituality, language, culture and history of Indigenous people. The strengths-based curriculum also includes challenging content on the legacy of genocide and historical trauma on Indigenous families and communities, as well as contemporary laws and policies such as the Indian Child Welfare Act. The educational worldview and practices of the Center provide understanding for social work, generally, and child welfare, specifically, that supports effective practice and policy within diverse communities. work educational models and practices, as well as child welfare systems. It promises to provide understanding for social work, generally, and child welfare, specifically, that will contribute to effective practice and policy within our diverse communities; and create collaborations to reduce system barriers to equitable practice.

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Section: Strengths Within Indigenous Communitiesmentioning

confidence: 99%

The Center for Regional and Tribal Child Welfare Studies: Reducing disparities through indigenous social work education

Haight

Waubanascum

Glesener

et al. 2019

Children and Youth Services Review

Self Cite

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“…Based on Arksey and O'Malley's (2005) scoping review model, which Levac et al (2010) further developed, we undertook a process of identifying, charting, and summarizing existing research related to our research question. Multiple authors who have completed recent reviews of Indigenous child welfare or child welfare related literature (e.g., Fiolet et al, 2019;Gatwiri et al, 2019;Haight et al, 2018;Macvean et al, 2017) that are narrowly focused on empirical literature have noted the dearth of Indigenous voices and perspectives. Accordingly, we kept our inclusion parameters wide, purposely seeking to include studies that might be excluded if we applied selection criteria that focused narrowly on methodology or research design.…”

Section: Methodsmentioning

confidence: 99%

“…Academic research from countries with a shared history of colonization and Indigenous child removal represents one source. In recent years, there have been several notable efforts to compile and synthesize elements of the existing literature on Indigenous child welfare (e.g., Haight et al, 2018;di Tomasso & de Finney, 2015a, 2015bFiolet et al, 2019;Gatwiri et al, 2019;Macvean et al, 2017;Ritland et al, 2020). Each of these reviews makes an important contribution to the existing knowledge base.…”

mentioning

confidence: 99%

“…Similarly, di Tomasso and de Finney (2015a, 2015b) collated numerous sources on Indigenous custom adoption practices in a two-part discussion paper. In a scoping review of 37 studies,Haight et al (2018) focused on Indigenous involvement in North American child welfare systems. Fiolet et al (2019) examined 15 articles on Indigenous help-seeking behaviors related to family violence.…”

mentioning

confidence: 99%

“…Without using our own academic credentials, the authors were not able to access several recent review articles(Fiolet et al, 2019;Gatwiri et al, 2019;Haight et al, 2018;Macvean et al, 2017).20 In addition, the National Clearinghouse on Families & Youth, the National Criminal Justice Reference Service, the National Human Trafficking Hotline, and the National Responsible Fatherhood Clearinghouse are all federally funded, centralized hubs for information related to children and families (Child Welfare Information Gateway, 2020).…”

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confidence: 99%

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A Review of Literature on the Involvement of Children from Indigenous Communities in Anglo Child Welfare Systems: 1973-2018

Sinha

Caldwell

Paul

et al. 2021

iipj

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A series of recent legal and policy developments in Canada have potential to contribute to reconciliation efforts, particularly related to the overrepresentation of Indigenous children in child welfare systems. However, systematic collection, analysis, and synthesis of research knowledge—particularly, research that is locally grounded—on Indigenous child welfare involvement is notably missing from these efforts. With the aim of collating existing research knowledge on this topic, this scoping review of literature includes a broad swath of literature spanning decades (1973-2018) and countries with similar settler colonial histories (Canada, the United States, Australia, and New Zealand). Our search yielded 881 unique research publications. There was an increase in the number of publications over time in all four countries and a trend toward more empirical literature than non-empirical literature. We found that a plurality of publications focused on programs and services (n = 191), and policy or legal (n = 168) themes. While our review highlights a large base of literature on Indigenous child welfare involvement, it also illustrates the limits of the academic literature in representing the knowledge and experience of Indigenous Peoples and the need for more comprehensive synthesis and broader dissemination of the research related to Indigenous child welfare. These limitations restrict the extent to which existing research can inform the meaningful development of Indigenous child welfare policy in Canada. Due to these gaps, we advocate sustained investment in efforts to synthesize diverse sources of knowledge, support for open source publications, and structural support for Indigenous control of knowledge collection and dissemination regarding policy development related to their communities.

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“So, we’ve been taken away since forever”: Indigenous Relative Caregivers’ Experiences as a Framework for Uncovering Coloniality in the Child Welfare System

Waubanascum,

Sarche

2023

ADV RES SCI

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This study examines to the gravity of the ongoing removal and separation of Indigenous children from their families and nations, the reality of coloniality in the child welfare system, the glaring absence of Indigenous voices and their distinct experiences in the empirical child welfare literature, and dearth of studies that implement Indigenous methodologies. Grounded in Indigenous Storywork methodology, this qualitative study sought to understand (10) Indigenous relative caregivers’ experiences with the child welfare system. Findings identified specific forms of colonial violence inflicted upon Indigenous children and families by the child welfare system, such as ongoing removal and separation, as vehicles for colonization and assimilation. Relative caregivers also exposed how the child welfare system continues to impose the modern colonial gender system, continuing a legacy of government sponsored civilizing educations programs to assimilate through racializing and genderizing Indigenous families to justify violence and maintain power and control. Relatives’ lived experiences provide a framework for uncovering coloniality in child welfare in relation to continued control over family and gender.

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A scoping study of Indigenous child welfare: The long emergency and preparations for the next seven generations

Cited by 30 publications

References 42 publications

The Center for Regional and Tribal Child Welfare Studies: Reducing disparities through indigenous social work education

The Center for Regional and Tribal Child Welfare Studies: Reducing disparities through indigenous social work education

A Review of Literature on the Involvement of Children from Indigenous Communities in Anglo Child Welfare Systems: 1973-2018

“So, we’ve been taken away since forever”: Indigenous Relative Caregivers’ Experiences as a Framework for Uncovering Coloniality in the Child Welfare System

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