Abstract: Submission #129

Abstract Social inclusion in social work education is essential for promoting equity, diversity, and the meaningful engagement of students from various backgrounds. In South Africa, where colonial legacies and structural inequalities still affect higher education, this paper examines the necessity of decolonising and diversifying the social work curriculum. Employing a transdisciplinary and social justice framework, the study highlights critical themes related to the marginalisation of African epistemologies, the exclusion of lived experiences, and the prevalence of Eurocentric pedagogies.
The paper utilises case studies, student narratives, and institutional reflections to explore how feminist, queer, indigenous, and disability justice perspectives can be integrated into curriculum transformation efforts. It identifies ongoing barriers including cultural erasure, systemic exclusion, and a lack of representational content alongside emerging practices that encourage inclusive, responsive, and equity-oriented teaching.
The findings provide practical and theoretical insights for educators, policymakers, and scholars dedicated to socially responsive education. Ultimately, the paper advocates for a transformative curriculum that empowers students to engage critically with intersectional identities and systemic injustices, nurturing a new generation of social workers equipped to address South Africa’s complex social realities.