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There is growing recognition in criminology and social work of the importance of Indigenous knowledges and methodologies. Yet to date there have been limited attempts (particularly in criminology and criminal justice social work) to consider the theoretical and practice implications of Indigenous understandings and approaches to these disciplines. Both disciplines have also been slow to recognise the importance of understanding the way in which colonial effects are perpetuated through knowledge control, particularly in the operation of criminal justice systems. Our paper thus begins by examining the historical and institutional factors that have contributed to the continuing subjugation of Indigenous knowledges and methodologies. A discussion of the connections between the hegemony of Western science, the construction of race, and the colonial project follows. While herein Western and Indigenous approaches are conceptualised broadly, the dangers of over-simplifying these categories is also acknowledged. The paper proceeds by examining the distinctive character of each approach through a consideration of their ontological, epistemological, axiological, and methodological differences. Whilst acknowledging the considerable challenges which arise in any attempt to develop connections between these differing worldviews, a pathway forward for understanding both theoretically and methodologically the relationship between Western and Indigenous approaches is proposed.

As critical discussions on the internationalisation of social work continue, the importance of preparing social work students undertaking international study is increasingly recognised. This article describes the preparation process developed for a group of Australian students undertaking international study experiences in Asia. In particular, the content of an online 'Intercultural Learning Module' is discussed, highlighting a process that moves beyond notions of cultural competence towards a critical appreciation of cultural diversity, imperialism, racism and privilege. Critical reflection on self and culture to develop intercultural practice skills is discussed and student reflections on the value and impact of these materials presented.

AbstractThe provision of appropriate education, training, and employment supports for incarcerated people is pivotal to mitigating the risk of recidivism, to improving rehabilitative outcomes, and to securing employment upon release. People with cognitive disability are disproportionately represented in prisons internationally. The vast majority of this group have significantly low levels of education, are unable to participate meaningfully in mainstream prison programs, are more likely to return to prison than their nondisabled peers and are generally excluded from the labor market. There is thus a significant need for specialized in‐prison education, training, and employment programs for this group. However, in Australia and internationally such programs are scant. There is also very little known about good policy and practice in this domain. We present findings from qualitative research conducted on one of the few specialist education, training, and employment program models for prisoners with cognitive disability in Australia. The findings suggest that a practice model informed by and delivered from a well‐considered theoretical base by a collaborative multidisciplinary team capable of adapting mainstream education, training, and employment programs in a flexible and culturally sensitive manner offers an opportunity to provide improved outcomes and greater equity for this highly disadvantaged group. The implications for policy and practice in this domain are discussed. We conclude that the expansion of appropriately designed education, training, and employment programs for prisoners with cognitive disability is critical to protecting the human rights and improving the life trajectories of this highly disadvantaged group.