TRANSFORMING SOCIAL WORK: CONTEXTUALISED SOCIAL WORK EDUCATION IN SOUTH AFRICA

Authors

  • Yasmin Turton University of Johannesburg
  • Jeanette Schmid Vancover Island University

DOI:

https://doi.org/10.15270/56-4-880

Keywords:

contextual education, contextualised, decolonisation, decoloniality, indigenisation, pedagogy

Abstract

Despite significant transformation efforts in South African social welfare, social work education still inducts students into prevailing paradigms. Critics suggest that dominant social work is ineffective in that it is culturally inappropriate, marginalises other knowledges, overlooks structural issues, is expensive and is mismatched to local needs.  The term “contextualised social work education” as used in this article incorporates the local focus on decolonisation/decoloniality and indigenisation.  This article highlights the work of 12 South African educators in offering contextualised social work education. In exemplifying their decolonising work, the imperatives, challenges, supports and future pathways/options identified by participants are discussed. 

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Author Biographies

Yasmin Turton, University of Johannesburg

Department of Social Work

Jeanette Schmid, Vancover Island University

Department of social work

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Published

2020-10-07

How to Cite

Turton, Y., & Schmid, J. (2020). TRANSFORMING SOCIAL WORK: CONTEXTUALISED SOCIAL WORK EDUCATION IN SOUTH AFRICA. Social Work/Maatskaplike Werk, 56(4), 367. https://doi.org/10.15270/56-4-880

Issue

Vol. 56 No. 4 (2020)

Section

Articles

License

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