School of Social and Political Science

Description

This seminar explores some principles that emerged in a participatory action research process of working towards decoloniality in the social work program with staff and students at the University of Johannesburg (UJ). During the #Rhodesmustfall and #Feesmustfall movements in South Africa, students in South Africa asserted the need for changes and decolonization of various aspects of university systems including what gets taught and how it gets taught. The reproduction of Colonial and Western Imperialist knowledges in education was a key aspect of student protests, besides the call for access to education. As a result of the student movements, many academics advocated for curriculum and educational reform to offset the power dynamics inherent in higher education. To this end, a team of social work academics at the University of Johannesburg decided to embark on a process that would move towards decoloniality in social work education specifically. This paper reflects on some principles that emerged from this process, which are as follows: Power and oppression; foregrounding Structural issues; Intersectionality: Race, class and gender; Africa as the Centre; Ubuntu; recognition of Indigenous knowledges; Critical conscientization; Voice and Imagination. The principles identified through the participatory action process were considered as important for all academics to infuse in their courses to embed decoloniality throughout the social work curriculum.