Indigenous or Blended Model for South Asian Social Work?

Venkat Rao Pulla,Bala Raju Nikku,Tulshi Kumar Das

doi:10.20896/saci.v8i1.773

Venkat Rao Pulla, Bala Raju Nikku + Show 1 more

Open Access

https://doi.org/10.20896/saci.v8i1.773

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Abstract

An argument about indigenous social work education often surfaces in South Asian schools of social work. In this study, central concerns around the indigenous argument, together with a review of the pervasive influence of the western model of social work in Asia is undertaken. The three author- research team, utilised a methodology that featured a desk review and an analysis of communications with select South Asian scholars and academics that were respondents for the study. Additionally, the authors present their personal reflections, that prudently address their positionality and reflexivity. The primary finding in this research paper is that the legacy of Western-influenced social work education is thriving within the region, despite criticism from different quarters about its effectiveness. The secondary finding is the admittance by respondent academics in Bangladesh, Sri Lanka, India and Nepal that relevant to their societal context, limited adaptations have been introduced and are working in their respective countries. The current research provided an opportunity to research participants to view and summarily reject claims by certain bogies that western influence in social work is solely responsible for lack of cultural appropriation within the curriculum in South Asia. The study suggests that there is a lot that can take place by way of adaptation without sacrificing the cultural elements while rearranging the social work curriculum within the region. The authors strongly advocate a blended approach as a suitable course of moderation in the re-construction attempts of social work futures in South Asia.

Highlights

Native social work educators of South Asian origin and well-meaning western educators and international development specialists have harangued for a while about the indigenisation of social work in these countries or absence of any initiatives in the direction of building native social work practice
This study argues that it is crucial to relate social work education to local culture to adequately benefit its people, and this is perhaps, the only reason why South Asian academic and supporters elsewhere of indigenous social work keep the question of indigenous social work alive
A relevant question at this point of time is: are there any lessons western social work practice that intersects with the native migrants’ values, their aspirations and anxieties in their new settings could suggest for Asia? Asia too significantly is changing its demographics as a result of displacement of people and migration within Asia and the migration of people from North-East Africa to Asian countries such as India

Summary

Introduction

Native social work educators of South Asian origin and well-meaning western educators and international development specialists have harangued for a while about the indigenisation of social work in these countries or absence of any initiatives in the direction of building native social work practice. Our purpose is not so much to review the process of indigenisation or lack of it but to reckon the development trajectory of social work pedagogy, as a western form and its burgeoning impact in the current South Asian national universities and colleges. The study is divided into the following sections It begins with a brief description of the methodology employed for this study. It includes a detailed note on our positionality and reflexivity as authors. It presents a very brief review of scholarship relevant to this topic. The study goes on to offer an overview of the development of social work in the South Asian region with specific country details.

Methodology

Conclusion