The View page displays a submission's general information and data. Watch video
Submission information
Submission Number: 233
Submission ID: 1393
Submission UUID: 829af459-1a36-4215-b2a1-3bc719062a58
Submission URI: /2025/abstracts
Created: Mon, 06/30/2025 - 10:31
Completed: Mon, 06/30/2025 - 10:48
Changed: Mon, 07/28/2025 - 11:37
Remote IP address: 196.21.104.5
Submitted by: Anonymous
Language: English
Is draft: No
Current page: Complete
Webform: Abstract
Presenters
Dr.
Lupuwana
Vuyokazi phumza pearl
University of fort hare
I am currently permanently employed by University of Fort Hare stationed at Alice Campus. Having vast experience in field work as a social worker nationally as well as internationally, has made my journey as a senior lecturer specializing with community development as well as Employee Assistance Program much easier. I managed to bridge the gap with regard to application of theories and practice to the above field of study. At present, I am also supervising post graduate students with topics related to community work in South African Context. I have gained vast information with regard to community work.
No
Abstract
Dynamic Interplay Between Social Work Education, Transdisciplinary Approaches and Curriculum Development: Fostering Integrated Learning for Effective Practice.
THEME 4: Social Work Education, Transdisciplinarity and Curriculum Development
SUB 4.2 Strategies on building responsive social work curricula.
Oral Presentation
Author: Vuyokazi Phumza Pearl Lupuwana, Faculty of Social Science and Humanities,
Department of Criminology, Psychology and Social Work, University of Fort
Hare, Alice, South Africa
Corresponding Author: Vuyokazi Phumza Pearl Lupuwana (Dr) vlupuwana@ufh.ac.za
ORCID NUMBER: 0000-0001-8747-7933
Dynamic Interplay Between Social Work Education, Transdisciplinary Approaches and Curriculum Development: Fostering Integrated Learning for Effective Practice.
ABSTRACT
This study undertakes a critical examination of the dynamic interplay between social work education, trans-disciplinarity, and curriculum development which shapes the professional readiness of social workers in South Africa. The study seeks to illuminate how these domains converge, diverge, and influence one another in theory and in practice, particularly within institutions serving historically marginalized communities. Anchored in a transformative lens, the research interrogates the extent to which current educational models cultivate the integrative, context-responsive competencies required for effective social work in complex social landscapes. Drawing from Amathole District Municipality (EC), the University of Fort Hare and Walter Sisulu University, this study will investigate the alignment between university-based training and student social worker’s readiness for community-based practice in a trans-disciplinary environment. This study will adopt a qualitative approach, employing one-on one interviews and focus group discussions for data collection with five (5) generic professional social workers, five (5) community work practitioners, five (5) social work academic staff engaged in community placements, and five (5) supervisory managers. Grounded in Empowerment Theory and the Strengths-Based Approach, the research will interrogate how social work education can better incorporate indigenous knowledge systems and transdisciplinary thinking. Ultimately, the study will inform curriculum transformation efforts and professional standards set by the South African Council for Social Service Professions.
Key Words: Social Work Education, Curriculum Development , Integrated learning , Effective practice
Department of Criminology, Psychology and Social Work, University of Fort
Hare, Alice, South Africa
Corresponding Author: Vuyokazi Phumza Pearl Lupuwana (Dr) vlupuwana@ufh.ac.za
ORCID NUMBER: 0000-0001-8747-7933
Dynamic Interplay Between Social Work Education, Transdisciplinary Approaches and Curriculum Development: Fostering Integrated Learning for Effective Practice.
ABSTRACT
This study undertakes a critical examination of the dynamic interplay between social work education, trans-disciplinarity, and curriculum development which shapes the professional readiness of social workers in South Africa. The study seeks to illuminate how these domains converge, diverge, and influence one another in theory and in practice, particularly within institutions serving historically marginalized communities. Anchored in a transformative lens, the research interrogates the extent to which current educational models cultivate the integrative, context-responsive competencies required for effective social work in complex social landscapes. Drawing from Amathole District Municipality (EC), the University of Fort Hare and Walter Sisulu University, this study will investigate the alignment between university-based training and student social worker’s readiness for community-based practice in a trans-disciplinary environment. This study will adopt a qualitative approach, employing one-on one interviews and focus group discussions for data collection with five (5) generic professional social workers, five (5) community work practitioners, five (5) social work academic staff engaged in community placements, and five (5) supervisory managers. Grounded in Empowerment Theory and the Strengths-Based Approach, the research will interrogate how social work education can better incorporate indigenous knowledge systems and transdisciplinary thinking. Ultimately, the study will inform curriculum transformation efforts and professional standards set by the South African Council for Social Service Professions.
Key Words: Social Work Education, Curriculum Development , Integrated learning , Effective practice
Reviewer ONE Feedback
Dr
Ilze
Slabbert
Yes
Education
Accepted
Reviewer TWO Feedback
Prof
Marili
Williams
Yes
Education
Accepted