Towards decoloniality in a social work programme: a process of dialogue, reflexivity, action and change

Abstract

Both students and scholars have identified the critical imperative to prioritize decolonization and pedagogical and curriculum transformation in South African higher education institutions. The ongoing context of coloniality, persistent race-based inequalities and hegemonic Western-centric epistemologies led to the Rhodes and Fees Must Fall protests by students at South African universities. As a result of the questions raised by students during these protests, the Department of Social Work at the University of Johannesburg (UJ) embarked on a process of working towards decoloniality in their social work programme. This paper describes the unfolding critical participatory action research process toward decoloniality undertaken by this department. Various theoretical perspectives, including communicative action, reflexivity and ‘decolonising the mind’ informed the process of decoloniality that began at the UJ Department of Social Work. The process of critical reflection, dialogue, analysis, development of methodologies and initial implementation of changes that were used in this department may offer useful insights for working towards decoloniality in other academic settings.