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Submission information
Submission Number: 90
Submission ID: 119
Submission UUID: 396ab5eb-7780-45f2-a463-a4184bbcb179
Submission URI: /2023/abstracts
Created: Tue, 07/04/2023 - 13:14
Completed: Tue, 07/04/2023 - 13:37
Changed: Wed, 08/16/2023 - 13:30
Remote IP address: 192.96.15.16
Submitted by: Anonymous
Language: English
Is draft: No
Current page: Complete
Webform: Abstract
Presenters
Dr.
Perumal
Nevashnee
Nelson Mandela University
Nevashnee Perumal is the second born child of Perumal Subramoney and
Pushpavathee Pillay. She is married to Kessie Perumal with one child, Shamara.
Nevashnee is a lecturer at the Department of Social Development Professions at
Nelson Mandela University (NMU), researching and teaching in the areas of social
work supervision, management, ethics and indigenising the social work curriculum.
Pushpavathee Pillay. She is married to Kessie Perumal with one child, Shamara.
Nevashnee is a lecturer at the Department of Social Development Professions at
Nelson Mandela University (NMU), researching and teaching in the areas of social
work supervision, management, ethics and indigenising the social work curriculum.
Yes
Prof.
Goliath
Veonna
Nelson Mandela University
Veonna Goliath is an Associate Professor in the Department of Social Development
Professions at Nelson Mandela University (NMU). She lectures, supervises research
and publishes in the area of social issues, clinical social work, substance use disorder,
mental health, family dynamics and youth development.
Professions at Nelson Mandela University (NMU). She lectures, supervises research
and publishes in the area of social issues, clinical social work, substance use disorder,
mental health, family dynamics and youth development.
Yes
Dr
Sithole
Mbongeni
UKZN
Mbongeni Sithole is a social work educator, with 12 years of academic experience. He
is a self-driven, life-long learner with practice expertise in community development,
corrections and skills development. His research interests involve supervision,
Afrocentricity, inclusive education and corrections. He embraces skills in reflective
practice, critical thinking and managing diversity.
is a self-driven, life-long learner with practice expertise in community development,
corrections and skills development. His research interests involve supervision,
Afrocentricity, inclusive education and corrections. He embraces skills in reflective
practice, critical thinking and managing diversity.
Abstract
African knowledge production incubators: Approaching indigenous and decolonised social work from the ground up through stories of our lived experiences
THEME 4: Quality management and enhancement of social services
SUB 4.4 Advancing Decolonial and Afrocentric education, research, and practice
Oral Presentation
African knowledge production incubators: Approaching indigenous and decolonised social work from the ground up through stories of our lived experiences
Nevashnee Perumal, Veonna Goliath, Mbongeni Sithole, Thanduxolo Nomngcoyiya, Motlalepule Nathane and Priscalia Khosa
In keeping with the social work principles of doing no harm, respect for diversity and upholding human rights and social justice, it is imperative to decolonize the social work curricula in universities with the goal of shifting Euro American centric knowledge systems to the fringes and centering African knowledge. Six social work academics from five universities in South Africa embarked on an African Knowledge Production Incubators project using PALAR methodology. This paper reports on our first incubation aligned to the project’s first objective viz. telling stories of our lived experiences of being an African. Our stories reflected the richness in the traditions and rituals we inherited from our ancestral and local knowledge holders and wisdom bearers. The key learnings translated into guidelines for the extended incubation and the decolonisation of the social work curriculum.
Nevashnee Perumal, Veonna Goliath, Mbongeni Sithole, Thanduxolo Nomngcoyiya, Motlalepule Nathane and Priscalia Khosa
In keeping with the social work principles of doing no harm, respect for diversity and upholding human rights and social justice, it is imperative to decolonize the social work curricula in universities with the goal of shifting Euro American centric knowledge systems to the fringes and centering African knowledge. Six social work academics from five universities in South Africa embarked on an African Knowledge Production Incubators project using PALAR methodology. This paper reports on our first incubation aligned to the project’s first objective viz. telling stories of our lived experiences of being an African. Our stories reflected the richness in the traditions and rituals we inherited from our ancestral and local knowledge holders and wisdom bearers. The key learnings translated into guidelines for the extended incubation and the decolonisation of the social work curriculum.
Reviewer ONE Feedback
Dr
Nkosiyazi
Dube
Yes
Education
Accepted
Reviewer TWO Feedback
Prof
Annaline
Keet
Yes
Empirical Research
Accepted
