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Using a qualitative study, the research interviewed Indigenous and non-Indigenous social work academics in Australia and Aotearoa/New Zealand. Findings produced a relational model identifying six key relationships that shape integration of Indigenous knowledges, languages, and cultures, supporting curriculum change in social work and beyond.",{"@graph":69,"@context":114},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/relational-learning-embedding-indigenous-ways-in-whitestream-social-work/594223/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/relational-learning-embedding-indigenous-ways-in-whitestream-social-work/594223.png","ImageObject",300,407,{"name":92,"@type":93},"Kurz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-27","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108],{"name":109,"@type":110,"acceptedAnswer":111},"What does “whitestream” mean in this article?","Question",{"text":112,"@type":113},"The term “whitestream” is used instead of “mainstream” to decentre whiteness and shift focus away from a default Western frame.","Answer","https://schema.org",{"og:url":83,"og:type":116,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":118,"canonical":83},"index,follow",{"doc_id":120,"site_id":62},594223,1792165659,{"code":4,"msg":5,"data":123},{"doc_id":120,"user_id":124,"nickname":92,"user_avatar":125,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":126,"file_id":127,"file_url":128,"file_type":129,"file_size":130,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":131,"language":132,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":133,"faqs":134,"seo_title":135,"seo_description":67,"update_tm":136,"read_time":137},2336478945635,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Relational learning: Embedding Indigenous ways in whitestream social work  \nLibby Hammond and Keith Miller  \nCollege of Education, Psychology and Social Work, Flinders University, Social Science South, GPO Box 2100, Adelaide 5001, South Australia, email: [keith.miller@flinders.edu.au](keith.miller@flinders.edu.au)  \nSocial work globally acknowledges its need to decolonise its education to produce social workers who can work responsively alongside marginalised Indigenous peoples. Yet the problem is that universities have struggled to operationalise the integration of Indigenous ways of knowing, being and doing into social work education. Uniquely, this study explored relationships that impact on the integration of Indigenous content for academics in social work education. A qualitative approach was used, interviewing both Indigenous and non-Indigenous academics in Australia and Aotearoa/New Zealand. The outcome of the study produced a relational model for academics that focuses upon six key relationships an academic has: to self; with students; to Indigenous knowledges, languages and cultures; with peers; with those in power and the whitestream; with elders, kaumatuas and Indigenous communities. With the goal of decolonising social work education, this relational model provides insight into different ways that an academic may develop and embed their integration of Indigenous content into their teaching. This study offers a relational model that could promote curriculum change in social work, as well as in other disciplines beyond Australia and Aotearoa/New Zealand.  \nKeywords: decolonising, social work education, whitestream, Indigenous knowledges, relationships  \nIntroduction  \nThis article was written on the lands of the Kaurna people, and the researchers would like to acknowledge their elders past, present, and emerging. The Kaurna people are the traditional custodians of the land where we, as authors, work, write and live. This study involved 18 participants, both Indigenous and non-Indigenous, from the lands that we now call Australia and Aotearoa/New Zealand. The authors would like to acknowledge that without these participants this study would not have been possible. The term “Aboriginal” is used to identify people of Aboriginal descent from Australia; the term“Māori” is used to identify the Indigenous people of Aotearoa/New Zealand; the term “Indigenous” is used to identify First Nations people more broadly.  \nThe principal researcher involved in this research study, Libby Hammond, identifies as a white female social work educator and researcher. In 2021 Libby completed her PhD titled A Trans-Tasman Relational Model for Academics Integrating Indigenous Knowledges and Perspectives into Whitestream Social Work Education. This article is based upon this thesis.“Tasman” is a colloquial term that incorporates both Australia and Aotearoa/New Zealand; the Tasman is the sea between both countries. Libby has taught topics alongside Aboriginal co-teachers in social work, including decolonising social work.  \nThe second author, Keith Miller, supervised this PhD research project. Keith identifies as a white male social worker and educator; he was born in the United Kingdom and grew up in Australia.  \nSocial work globally acknowledges its need to decolonise its education (Coates et al., 2013; Gray et al., 2013; Green & Bennett, 2018; Ife, 2019; Tascón, 2019) . Australia and Aotearoa/New Zealand have followed this lead and sought to produce graduates who are culturally responsive and inclusive when working alongside Indigenous peoples, including those who are disadvantaged and marginalised (Australian Association of Social Workers, 2016; Social Workers Registration Board, 2016) . Indigenous academics such as Walter, Baltra-Ulloa, Bennett, Green, Fejo-King, Mataira and Duthie point out the need for the profession to address the context in which Indigenous content is being taught, by directly addressing whiteness, and to turn the racia","cbCaij6fhVVr9IMc","https://ap.wps.com/l/cbCaij6fhVVr9IMc","pdf",356037,18,"English","# Introduction\n## Acknowledgement and study context\n## Decolonising social work education and the research aim\n## Relational model for embedding Indigenous content\n## Key terms: whitestream","[{\"question\":\"What does “whitestream” mean in this article?\",\"answer\":\"The term “whitestream” is used instead of “mainstream” to decentre whiteness and shift focus away from a default Western frame.\"}]","Relational learning - Embedding Indigenous ways in whitestream social work | PDF",1792078750,45]