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Submission information
Submission Number: 129
Submission ID: 936
Submission UUID: 726d07f5-0808-4e0a-a1ca-536de8b85f1b
Submission URI: /2025/abstracts
Created: Fri, 05/02/2025 - 14:10
Completed: Fri, 05/02/2025 - 14:33
Changed: Sat, 05/24/2025 - 17:24
Remote IP address: 102.33.32.80
Submitted by: Anonymous
Language: English
Is draft: No
Current page: Complete
Webform: Abstract
| Title | Dr. |
|---|---|
| Lastname | Shumani |
| Firstname | Mulaudzi |
| shumani.mulaudzi@gauteng.gov.za | |
| Mobile | 0605602653 |
| Institution | Gauteng provincial department of roads and transport |
| Biosketch | Dr. Shumani Mulaudzi is a Public Health and Social Work professional with over 20 years of experience in diversity, equity, and inclusion (DEI), employee wellness, and transformation. She serves as the Gender and Social Inclusion Lead at the Gauteng Department of Roads and Transport. Dr. Mulaudzi has presented at numerous national and international conferences, including the International Network for Hate Studies and the World Social Development Conference. She has published research on DEI, mental health, and HIV prevention. A passionate advocate for community empowerment, she founded a foundation supporting psychosocial services and education in underserved communities. |
| Is there a Second Presenter? | No |
| Title of Presentatation | Decolonising and Diversifying the Social Work Curriculum: Advancing Inclusion and Equity in Social Work Education |
| 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 | 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. |
| 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 | Dr |
| Firstname | Ilze |
| Lastname | Slabbert |
| Does the Abstract fit the selected Theme? | Yes |
| What Area does this Abstract Focus on? | Education |
| Status | Pending Review |