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Submission information
Submission Number: 75
Submission ID: 842
Submission UUID: 1e9e32df-ed34-4212-85c2-e19d7733f31c
Submission URI: /2025/abstracts
Created: Mon, 04/28/2025 - 17:12
Completed: Mon, 04/28/2025 - 17:16
Changed: Mon, 07/28/2025 - 18:53
Remote IP address: 197.184.72.134
Submitted by: Anonymous
Language: English
Is draft: No
Current page: Complete
Webform: Abstract
| Title | Dr. |
|---|---|
| Lastname | Bala |
| Firstname | Samkelo |
| Samkelo.Bala@wits.ac.za | |
| Mobile | 0677296715 |
| Institution | University of witwatersrand |
| Biosketch | Pessimism and black existentialism learner. |
| Is there a Second Presenter? | No |
| Title of Presentatation | The Paradigm Shift of Community Social Work Education Through Ubuntu: Epistemic Freedom. |
| Theme Selection | THEME 4: Social Work Education, Transdisciplinarity and Curriculum Development |
| Subtheme FOUR Selection | SUB 4.2 Strategies on building responsive social work curricula. |
| Select your Presentation Type | Oral Presentation |
| Abstract | The epistemological locus of social work education and its meaning in Africa took place within the frame of Western Weltanschauungen. This has silenced African traditional systems of thought and created theoretical dependency on the interpretation of Africa’s social being. Western episteme has for long refused to release “reason” from its yoke and in this way, Africa’s inalienable right to thinking was violated. Nonetheless, these Western theories of interpretation have appeared to be philosophically flawed for Africa. In the same order, social work education cannot be exempted from the above liabilities, because since its arrival through the ships, it has continued to be dominated by its Western roots (theories and practices). It is important to note that the field of social work has evolved over time to become more inclusive and diverse. However, social work education in Africa still seeks international accreditation, which requires adherence to Western standards and curriculum models. The latter reinforces the dominance of Western theories in social work education. Similarly, the inclusion and diversity under the banner of globalization and knowledge transfer have led to the widespread dissemination of Western knowledge and practices. Additionally, since the inception and resurgence, decolonization has failed to restore African Weltanschauungen on social existence. The first point of departure for social work education on the discourse of Africa’s social being, would be the use of Ramose’s expression “To be meaningful, human rights discourse must restore material and practical recognition, protection and respect for the African's inalienable right to subsistence”. Therefore, this study should explore the complex questions on the episteme underpinning the interpretation of community work discourse in Africa and outline theoretical alternatives for social work education. Ubuntu philosophy will be the locus of the paradigm shift for the discourse in African social work education. In driving forward this shift, analogies will be used to explain the stance of social work in the discourse. |
| Title | Dr |
| Firstname | Thabisa |
| Lastname | Matsea |
| Does the Abstract fit the selected Theme? | Yes |
| What Area does this Abstract Focus on? | Education |
| Status | Accepted |
| Title | Prof |
| Firstname | Marili |
| Lastname | Williams |
| Does the Abstract fit the selected Theme? | Yes |
| What Area does this Abstract Focus on? | Education |
| Status | Accepted |