'We Taught You How to Teach Us': An Autoethnography of Decolonising of Social Work Education in a Programme for Bedouin-Arab Social Workers in Israel.

This article focuses on a decolonised social work education programme in Israel designed for Bedouin-Arab social workers, addressing the dominance of Western knowledge in social work curricula. The Connecting Bridge Programme employed culturally sensitive pedagogies that created four key "bridges": pedagogic, cultural sensitivity, theory–practice, and safe space, which collectively integrated Indigenous knowledge with professional Western standards. Through a qualitative teacher-researcher autoethnographic approach, the study highlights how empowering minority women learners, adapting language and content, and fostering mutual respect can transform social work education to better serve diverse populations. The findings suggest that decolonising social work education requires educators' critical self-reflection, inclusion of non-Western theories, and creating culturally safe learning environments to bridge academic knowledge and practice effectively.