"This groundbreaking collection showcases still-overlooked decolonial approaches to social work research and education. It is a must-read for all scholars and students of social work, and particularly for those interested in issues related to diversity, pedagogy, or the history of the profession. It is also of keen interest for practitioners wishing to cast a critical eye on their own education and practice"--
This open access book offers an original exploration of how the notion of pluriversalism, an anti-colonial concept that resounds throughout many decolonial methodologies and pedagogies, underlies many current attempts to develop more just and equitable approaches to social work teaching and research.
Despite its prominence in other fields, pluriversalism has never been foregrounded in any full-length study of social work. This co-edited volume does just that, and in so doing, it codifies a thriving, but otherwise diffuse, subcurrent of alternative, othered ways of researching and teaching social work. It foregrounds local knowledges while maintaining a global scope and empirically grounded perspective, and in so doing it shows how pluriversal approaches open new spaces around the world for teaching and talking about social work in a manner that is more just, culturally sensitive, and attuned to structural power relations. In that same self-critical spirit, the chapters gathered here also engage critically with the risks of cultural appropriation endemic to pluriversal approaches, themselves, appropriations that would ultimately reproduce the exploitation mechanisms they aim to resist. This is a must-read for social work students, researchers, and practitioners interested in development studies, decolonial studies, and Indigenous studies.
The ebook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollections.com. Open access was funded by the Bloomsbury Open Collections Library Collective.
Daugiau informacijos
A groundbreaking collection showcasing overlooked decolonial approaches to social work research and education.
Introduction. Methodological and Pedagogical Implications of
Decolonizing Social Work Research and Education - Anna-Lisa Klages, Sara
Rodrķguez Lugo, Tanja Kleibl, and Robel Afeworki Abay
Section
1. Decolonizing Social Work Research
1. A Counter-history of Social Work: Tracing Epistemic Violence in Social
Work - Verena Grill
2. Decolonial Research Methodologies and Practice Methods in South Africas
Post-Colonial Social Work - Poppy Masinga and Karin Sauer
3. Power Relations within International Co-operations and Transnational
Social Work - Nicolette Roman, Catherina Schenck, and Beatrix Schwarzer
4. Evidencing the Erasure: The Subaltern as a Writing Problem for Social
Work, A Reading from the Peasant Women of Antioquia and Cundinamarca,
Colombia - Ariel Camilo Gonzįlez Moreno and Laura Daniela Toncón Chaparro
5. Regenerative Practice in Social Work -Yari Or
6. The Ethnomethodology of Postcolonial Perspectives - Galina Gostrer
7. Intelligence, Coloniality, and Anti-colonial Social Work - Gurnam Singh
Section
2. Decolonizing Social Work Education
8. Favouring Indigenous Languages in Social Work Education - Thembelihle
Brenda Makhanya
9. How do we address the colonial past, post-colonial present, and decolonial
futures of the world in social work education and practice in Nigeria? -
Nwafor Nneka Francisca, Ngozi Eucharia Chukwu, and Uzoma Odera Okoye
10. Epistemologies of the South and Teaching in Higher Education: Learning
from the Chilean Uprising and Paulo Freire - Ramiro Lobatón
11. Decolonizing Social Work Study Programs: Alumni Experiences from Ghana
and Germany; A Transnational Research Project - Theodora Elorm Amlado, Jasmin
Goldhausen, Inusah Karim, Lara Lehmann, and Franziska Neureither
12. Decolonizing Social Work Curricula in Higher Education: A Continuous
Journey - Neil Bilotta, Theresa Palmer, Allison De Marco, Laurie
Selz-Campbell, Travis Albritton, and JP Przewoznik
13. Exploring the Decolonial Mindset as a Teaching Premise: Students and
Lecturers Experiences from a Research-based Seminar - Sandra Holtgreve, Lisa
Mends, and Nina Westerholt
14. To Do or to Be: Problem-posing as Decolonization in the Social Work
Classroom - Vincent Wijeysingha
15. Postcolonial Perspectives as a Necessary Part of a Professional
Self-understanding of Social Workers: Suggestions for Curricular Adjustments
- Philipp Seitz
Robel Afeworki Abay is a sociologist and guest professor of participatory approaches in social and health sciences at Alice Salomon University of Applied Sciences Berlin, Germany.
Anna-Lisa Klages, social worker and art therapist, is a post-doctoral researcher at the Research and Transfer Center for Sustainability (ForTraNN) of The Technical University Ingolstadt of Applied Sciences, Germany.
Sara Rodrķguez Lugo is a social worker and holds a Master of Arts in International Social Work with Refugees and Migrants from the Technical University of Applied Sciences Würzburg-Schweinfurt, Germany.
Tanja Kleibl is Professor for Social Work, Migration and Diversity at Technical University of Applied Sciences Würzburg-Schweinfurt, Germany. She is also the author of Decolonizing Civil Society in Mozambique (Zed Books, 2021).
