From Colonialism to Postcolonialism

Decolonized Social Work Education in South Africa

Datos Bibliográficos

ID21619004
AutoresMarichen Van der Westhuizen (0000-0002-3252-8112, Associated Colleges of the Midwest, autor de correspondencia), Glynnis Dykes (0000-0002-9668-1597, Twitter (United States)), Shernaaz Carelse (0000-0002-9171-9082, Twitter (United States))
Año2023
Volumen59
Número3
Páginas848-854
Fecha de publicación2023-07-03
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaJournal of Social Work Education (JOURNAL)
Identificadores de la revistaISSN: 1043-7797 • E-ISSN: 2163-5811
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/10437797.2021.2019636
OpenAlexW4210577441
IdiomaEN
Citas recibidas4
Referencias citadas18

In a postcolonial context, the influences of South African colonial and apartheid history are still visible, and much has been written about the need to decolonize learning and teaching practices. However, student protest movements point to a general dissatisfaction with the higher education context in a postcolonial and postapartheid society. In an effort to acknowledge this dissatisfaction, this article examines the concepts of colonialism, decolonization and decoloniality, and postcolonialism, and explores how an understanding thereof could contribute to decolonized social work education. Four strategies to employ in decolonized learning and teaching are proposed; namely, creating opportunities for conversations, exploring how we think about colonialism and decolonization, aiming for Africanization, and centralizing African culture and identity within the South African context

Aesthetics · Colonialism · Decoloniality · Decolonization · Neocolonialism · Political science · Politics · Sociology · Community Development and Social Impact · Gender Studies · History · Homelessness and Social Issues · Law · Social Work Education and Practice