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Adapting the Social Work Curriculum for Relevance in a South African University

A Collaborative Autoethnography of Social Work Academics During the KZN Floods

Bibliographic Data

ID22097529
AuthorsSiphiwe Motloung (0000-0002-8921-0367, University of KwaZulu-Natal), Bongane Mzinyane (0000-0003-0684-0644, University of KwaZulu-Natal)
Year2023
Volume59
Issue4
Publication date2023-01-01
Open AccessYes
TypeARTICLE
VenueSocial Work/Maatskaplike Werk (JOURNAL)
Journal identifiersISSN: 2312-7198 • E-ISSN: 0037-8054
PublisherStellenbosch University (PUBLISHER • ZA)
DOI10.15270/59-4-1178
OpenAlexW4389317226
LanguageEN
Citations received1
References cited13

This article adopts collaborative autoethnography in order to critically reflect on the experiences of social work academics who integrated disaster-specific approaches to the social work curriculum of two undergraduate courses in a South African university. This curriculum adaptation was in response to the KwaZulu-Natal floods of 2022. The integration of topics such as green social work and disaster-specific trauma responses at an undergraduate level of social work is advocated. These collaborative autoethnographic accounts contribute important lessons for social work education, practice and research in the era of natural disasters exacerbated by climate change. Keywords: Climate change, collaborative autoethnography, disasters, green social work, KZN flood, social work curriculum

Autoethnography · Curriculum · Pedagogy · Political science · Social science · Sociology · Engineering · Resilience and Mental Health · Social Work Education and Practice · Social Work

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Citations per year1
Citation span2025 - 2025 (1)
Highly citedNo

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