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Submission information
Submission Number: 147
Submission ID: 1009
Submission UUID: bee41864-442e-4d02-ae2e-e99e3570786b
Submission URI: /2025/abstracts
Created: Wed, 05/21/2025 - 09:21
Completed: Wed, 05/21/2025 - 10:07
Changed: Sun, 06/01/2025 - 13:07
Remote IP address: 102.176.239.69
Submitted by: Anonymous
Language: English
Is draft: No
Current page: Complete
Webform: Abstract
Presenters
Ms.
Hadebe
Nondumiso yolande
University of zululand
I am presently working at the University of Zululand, Department of Social Work, as lecturer (nGAP). I am currently working toward my Doctorate in social work. I am a first-year coordinator and serve on two of the faculty committees, namely, the library committee and the teaching and learning committee. My research with my supervisor has focused on social work practice during pandemics: collaborating with the community leaders.
Yes
Prof.
Sithole
Mbongeni
University of Western Cape
I am currently serving as a lecturer in the department of social work at the university of the Western Cape. i am also involved in post-graduate research supervision, module coordination and capacity building for practitioners through continuous personal development programmes. I believe in life-long learning, with demonstrable competencies in coordination, organisational, report writing, monitoring and evaluation skills.
No
Abstract
The Intersection of Indigenous Knowledge Systems and Technology-based Social Work Therapeutic Intervention: Lessons from the COVID-19 Pandemic.
THEME 6: Main-streaming Digital and Assessment Tools in Social Work Practice
SUB 6.1 Integrating digital tools into traditional social work settings.
Oral Presentation
The COVID-19 pandemic exposed prevailing structural and epistemological gaps in psychosocial intervention strategies, particularly within the field of Social Work. In South Africa, the crisis highlighted the systemic marginalisation of Indigenous Knowledge Systems (IKS), resulting in therapeutic interventions that were often culturally incongruent and insufficient in meeting the holistic needs of affected communities. As social workers were forced to rapidly transition to digital platforms to ensure continuity of care, this shift inadvertently reinforced Western-centric models of therapy that neglected the relational, spiritual, and communal dimensions fundamental to Afrocentric paradigms.
This study critically examines how the exclusion of indigenous epistemologies, coupled with the pressures of the technological access divide, shaped the experiences and effectiveness of frontline social workers during the pandemic. Drawing on qualitative data derived from semi-structured interviews with practitioners, the study uncovers how technology-based therapeutic modalities failed to fully engage with the lived realities and cultural contexts of service users. It further explores the impact of digital inequity, marked by limited access to devices, connectivity, and digital literacy, on the delivery of psychosocial support to marginalised communities.
The findings point to a pressing need for a decolonised and contextually grounded approach to technology-based social work practice. The paper proposes a hybrid model that meaningfully integrates Indigenous Knowledge Systems with inclusive and accessible digital strategies. Such a model would not only enhance cultural responsiveness in times of crisis but also serve as a foundation for resilient and transformative practice in a post-pandemic era. By reclaiming indigenous epistemologies and addressing structural digital divides, this study contributes to a growing body of knowledge advocating for equity, relevance, and sustainability in social work interventions.
This study critically examines how the exclusion of indigenous epistemologies, coupled with the pressures of the technological access divide, shaped the experiences and effectiveness of frontline social workers during the pandemic. Drawing on qualitative data derived from semi-structured interviews with practitioners, the study uncovers how technology-based therapeutic modalities failed to fully engage with the lived realities and cultural contexts of service users. It further explores the impact of digital inequity, marked by limited access to devices, connectivity, and digital literacy, on the delivery of psychosocial support to marginalised communities.
The findings point to a pressing need for a decolonised and contextually grounded approach to technology-based social work practice. The paper proposes a hybrid model that meaningfully integrates Indigenous Knowledge Systems with inclusive and accessible digital strategies. Such a model would not only enhance cultural responsiveness in times of crisis but also serve as a foundation for resilient and transformative practice in a post-pandemic era. By reclaiming indigenous epistemologies and addressing structural digital divides, this study contributes to a growing body of knowledge advocating for equity, relevance, and sustainability in social work interventions.
Reviewer ONE Feedback
Mrs
Neo
Ravhuhali
Yes
Education
Accepted
Reviewer TWO Feedback
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Pending Review