scholarly journals When racism, poverty, power and prestige collide in social work education and practice: a case study of a working class, Mixed-race female student studying at a prestigious White university in South Africa and employed in England as a social worker

2021 ◽  
pp. 1-18
Author(s):  
Carlene Cornish
Keyword(s):  
South Africa ◽  
Social Work ◽  
Working Class ◽  
Social Worker ◽  
Social Work Education ◽  
Female Student ◽  
Mixed Race ◽  
Work Education

Social Work and Indigenisation: A South African Perspective

2018 ◽  
Vol 30 (1) ◽  
Author(s):  
Lobelo David Mogorosi ◽  
Dumisani Gaylord Thabede
Keyword(s):  
South Africa ◽  
Social Work ◽  
South African ◽  
Social Work Education ◽  
Western Europe ◽  
World View ◽  
Joint Decision ◽  
Scant Attention ◽  
Global North ◽  
Work Education

For relevance to societal reality and challenges, countries should structure their social work education to deal with specific conditions and cultures. From its global North (i.e. Western Europe and North America) origins, social work has contributed to the expansion of the discipline and profession to the developing world, including South Africa. During the three decades (from the mid-1980s until the present day) during which they have taught social work in South Africa, the authors have witnessed half-hearted efforts to really integrate indigenous knowledge into the curricula. In writings and professional gatherings, scant attention was paid to curricula transformation imperatives enriching practice. To its credit, the Association of South African Social Work Education Institutions (ASASWEI) advocates for decolonisation and indigenisation of social work education. Discussing decolonisation and indigenisation in social work curricula, the paper critiques assumptions of global North ideas, cloaked as if universally applicable. An example is about some principles of social casework – a method of choice in South Africa – which mostly disregards cultural nuances of clientele with a communal collective world view that relies on joint decision-making. A culturally sensitive approach is adopted as theoretical framework for this paper. The paper concludes with recommendations that should help ensure that social work curricula strive towards being indigenous, contextualised and culturally appropriate.

Social work academia and policy in South Africa

2017 ◽  
Author(s):  
Antoinette Lombard
Keyword(s):  
South Africa ◽  
Social Work ◽  
Social Policy ◽  
Social Work Education ◽  
Policy Process ◽  
Institutional Support ◽  
The Social ◽  
Work Education ◽  
Policy Engagement

This chapter examines the engagement of social work academics in the policy process in South Africa. It begins by presenting an overview of social policy in South Africa, particularly in the post-Apartheid era, and by discussing the emergence of the social work profession in that country. The development of social work education in South Africa and its contemporary features are then depicted. Following these, the methodology and the findings of a study of the policy engagement of social work academics in South Africa are presented. The findings relate to the levels of engagement in policy and the forms that this takes. The study also offers insights into various factors that are associated with these, such as perceptions, capabilities, institutional support and the accessibility of the policy process. The chapter concludes with an analysis of the findings and their implications.

Lewis, Harold

2013 ◽  
Author(s):  
Michael Reisch
Keyword(s):  
Social Work ◽  
Child Welfare ◽  
Social Welfare ◽  
Social Worker ◽  
Social Work Education ◽  
Work Values ◽  
Hunter College ◽  
Social Work Values ◽  
School Of Social Work ◽  
Work Education

Harold Lewis (1920–2003), social worker and activist, was Dean of Hunter College School of Social Work for twenty years. He published widely on social work values and ethics, epistemology of practice, child welfare, social welfare administration, and social work education.

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