Abstract:
The contexts, in whcih we live, work, play and learn in, often define and are defined by repsective world views. This is no less relevant in the provision of socila work education and training. The learning environment of formal academic social work educaiton is defined by dominant ideology in terms of where and when it is delivered and what the learning will 'look like'. O'Brien (in Hibbs, 2005) explains contexts as shaping '... all aspects of practice in every component of social work activity ...' and at our place of learning, we are familiar with class rooms, desks/tables, chairs and lecture processes. However positive feedback fromstudent evaluations of various noho marae has prompted us to share our thoughts of this critical cultural learning spoace and content.