Is Afrocentricity Marginalized in Social Work Education? A Survey of HBSE Instructors

Bibliographic Data

ID2168385
AuthorsDwain A Pellebon (corresponding author), Dwain Pellebon
Year2012
Volume22
Issue1
Pages1-19
Publication date2012-01-20
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueJournal of Human Behavior in the Social Environment (JOURNAL)
Journal identifiersISSN: 1091-1359 • E-ISSN: 1540-3556
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/10911359.2011.588573
OpenAlexW1969135404
LanguageEN
Citations received9
References cited7

This study looked at social work HBSE instructors' use, knowledge, and support of Molefi Asante's Afrocentricity paradigm. A sample of HBSE instructors (N = 85) at accredited social work programs reported both their Afrocentric knowledge and level of professional support for Afrocentric thought. Results show a vast majority of the respondents do not teach Afrocentric content. In addition, a majority are unfamiliar with Asante's paradigm and do not support most Afrocentric statements relevant to social work ethics and practice. The lack of knowledge and support for Afrocentricity among HBSE educators indicates the paradigm may be theoretically marginalized in social work curricula. This is the first empirical study supporting the assertion that Afrocentricity is marginalized in social work education

Pedagogy · Political science · Sociology · Work (physics · Critical and Liberation Pedagogy · Diverse Education Studies and Reforms · Engineering · Historical Education Studies Worldwide · Psychology · Social Work

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