Prospects for and factors that militate against decolonising education in social work in South Africa

• Published in: Critical and radical social work 2020-11, Vol.8 (3), p.357-370
• Main Authors: Manomano, Tatenda, Nyanhoto, Rumbidzai, Gutura, Priscilla
• Format: Article
• Language: English
• Subjects: Apartheid; Colonialism; Curriculum; Decolonisation; Decolonization; Indigenisation; Indigenous peoples; Interpretations; Middle class; Native peoples; Social Work; Socioeconomic status
• ISSN: 2049-8608; 2049-8675
• DOI: 10.1332/204986020X16019188814624

The effects of both colonialism and the apartheid that succeeded it resulted in the indigenous peoples of South Africa being displaced, marginalised, excluded and exploited. For many generations, indigenous population groups were disenfranchised, their destinies were taken out of their hands and their socio-economic status was predetermined. As colonisers tended to perceive the knowledge systems of indigenous peoples as being inferior to their own, colonised countries inherited most of their infrastructure and administrations from their colonisers, and their influence continues to be felt in many post-colonial countries even today. The discipline of social work has often been criticised for being dominated by white, Western and middle-class discourses. Although education in social work in South Africa needs to be sensitive to African world views, attempts to decolonise it and to replace Western modes of thinking, being and feeling with modes that are relevant to African cultural experiences have yielded some undesirable consequences.