Groupwork and Afrocentric perspectives in social work education at the University of KwaZulu-Natal: A transformative autoethnographic journey

Abstract

Social work with groups serves as a vital method for groupwork facilitating healing and promoting social interventions. Historically, Western theories have shaped South African social work, often overlooking indigenous knowledge and cultural practices, which has led to criticism for failing to address African sociocultural dynamics. As a result, the University of KwaZulu-Natal Social Work Department, in collaboration with the Ma’at Institute, integrated Afrocentric perspectives into the social work with groups module and practice. It is within this context that the main aim of this article is to critically explore the integration of Afrocentric perspectives into social work education and groupwork practice at the University of KwaZulu-Natal in South Africa. Methodologically, this article presents a collaborative autoethnographic study co-authored by the research collective, which consists of three Social Work lecturers and four second- and third-year Social Work students. The shared experiences of the researchers were analysed through a critical narrative approach. The findings highlight the need for a holistic framework in teaching social work with groups that incorporates African cultural and spiritual values that align education and practice with Afrocentric perspectives; this will address theory-practice gaps and improve the effectiveness of interventions in African contexts. To advance the decolonisation of the curriculum and to foster a more culturally grounded social work pedagogy, the article recommends integrating Afrocentric epistemologies and theoretical frameworks into the curriculum, promote Afrocentric research and establishing sustained partnerships with African indigenous knowledge centers.