Secondary tabs
The View page displays a submission's general information and data. Watch video
Submission information
Submission Number: 165
Submission ID: 263
Submission UUID: 369353c6-ffe2-423a-a78a-c91bff680e0f
Submission URI: /2023/abstracts
Created: Thu, 07/27/2023 - 01:19
Completed: Thu, 07/27/2023 - 01:37
Changed: Mon, 08/07/2023 - 21:45
Remote IP address: 114.77.61.219
Submitted by: Anonymous
Language: English
Is draft: No
Current page: Complete
Webform: Abstract
Presenters
Dr.
Tusasiirwe
Sharlotte
Western Sydney University
Dr Sharlotte Tusasiirwe is a Ugandan-born, internationally educated social worker, currently lecturing social work at Western Sydney University. Sharlotte is interested in researching Social Work Education and her PhD was focused on how to decolonise social work education and practice to create culturally appropriate and contextually relevant profession. She is the author of the book Decolonising and Reimagining Social Work in Africa: Alternative Epistemologies and Practice Models (Routledge, 2023), and a co-author of Re-imagining Social Work: Towards Creative Practice (Cambridge University Press, 2024, co-authors Jim Ife & Rimple Mehta), and co-editor of Ubuntu Philosophy and Decolonising Social Work Fields of Practice in Africa (Routledge, 2024)
No
Abstract
Advancing a Decolonising-First Approach to social work education: Experiences in a social work classroom in Australia
THEME 4: Quality management and enhancement of social services
SUB 4.4 Advancing Decolonial and Afrocentric education, research, and practice
Oral Presentation
There is some widespread consensus about the need to create a decolonised social work education but the question remains: how do we do this? There are limited examples of how decolonisation-in-action looks like. Drawing on practical examples and experiences of a black African social work educator teaching domestic and international students in a social work classroom in Australia, the presentation will demonstrate how a decolonisation-First approach was applied to social work curriculum, teaching model, students’ assessments, to disrupt social work’s complicity in colonising project. Students’ reflections on the subject content and teaching approach will be shared to give participants insights into how decolonising curriculum is experienced by end users.
Reviewer ONE Feedback
Dr
Varoshini
Nadesan
Yes
Education
Accepted
Reviewer TWO Feedback
Prof
Thulane
Gxubane
Somewhat
Education
Accepted
