Decolonising social work practice field education: a scoping review

Understandings of decolonisation in social work field education literature were examined using a social justice lens. This scoping review adopted decolonising methods including relational searches and relevant databases were also systematically searched. Data synthesis included thematic and deductive analysis to critical frameworks. The forty-three studies included were primarily English-speaking and post-2010. Themes emphasised integrating Indigenous knowledge, challenging White dominance, reconstructing spaces, promoting critical reflection, and understanding sociopolitical contexts. Analysis highlighted the need for ameliorative and transformative change. Cultural and epistemic injustices embedded in Social Work Field Education marginalise non-White social work students. If unaddressed, harmful practices will be perpetuated.