Issues Around Aligning Theory, Research and Practice in Social Work Education

Volume editor
Allucia L. Shokane
Volume editor
Jabulani C. Makhubele
Volume editor
Lisa V. Blitz


This scholarly book is the first volume in the book series Knowledge Pathing: Multi-, Inter- and Trans-Disciplining in Social Sciences. The book series editor is Prof. Mogomme Alpheus Masoga (University of Limpopo, South Africa). The volume editors are Dr Allucia Lulu Shokane (University of Venda, South Africa), Prof. Jabulani C. Makhubele (University of Limpopo, South Africa) and Prof. Lisa V. Blitz (Binghamton University, USA). The book provides a reflection on social work education with a slant towards an Afrocentric approach. It aims to facilitate strong reflective thinking and address local realities about social work education on the African continent as well as in broader global contexts. The first volume focuses on issues around aligning theory, research and practice in social work education. The book makes a significant contribution to the scholarly understanding of opportunity to sustain the academic discourse on social work education. Social work as a profession and a social science discipline is dynamic, and it ought to meet the challenges of the realities of the societies in which it serves, given the history of the changing society of South Africa from apartheid to democracy. Over the years, social work education and training has undergone tremendous curricular changes with the enactment of White Paper for Social Welfare and the national review, respectively, by the South African Council for Social Services Professions (SACSSP) and the Council on Higher Education (CHE) for the re-accreditation of all Bachelor of Social Work (BSW) programmes in South Africa fulfilling the prescripts of the Higher Education Act (No. 101 of 1997, as amended) and Social Service Professions Act (No. 110 of 1978). It is worth mentioning that the curricular changes will also continue with the current reviewing of Social Service Professions Act (No. 110 of 1978), as amended, which is underway in South Africa. The target audience of this book comprises social work educators in the academies and specialists in the field of social sciences. The content of the book is based on contributions from original research and, concomitantly, the authors’ research is entirely their own. The contribution of the volume editors was solely of editing and providing guidance. Each chapter has undergone a rigorous review assessment process for the core qualities of scholarship that we deemed necessary for readers to have confidence in the trustworthiness and importance of the ideas and messages presented in the book. The co-editors evaluated each submission for originality, integrity and accuracy, relevance, credibility and hermeneutics. This book is really ground-breaking! The Afrocentric perspective on social work practice contributes to the current discourse on decolonisation of social work teaching and practice. From a methodological perspective, the book is premised on multi-, inter- and trans-disciplining in social sciences. It covers aspects of social work education and practice through research (narrative, qualitative, African methodology, secondary data analysis, etc.), engendering values and ethics, report writing, supervision in fieldwork as well as exchange programmes and international service-learning. A number of concepts such as cultural competency, cultural awareness and sensitivity are addressed. We hereby declare that this work is an original research and confirm that no part of the book was plagiarised from another publication or has been published elsewhere unless proper referencing and acknowledgement was made.


  • Foreword
    Mogomme A. Masoga
  • Preface
    Allucia L. Shokane, Jabulani C. Makhubele, Lisa V. Blitz
  • Introduction
    Epistemology and theory framing for this volume
    Mogomme A. Masoga, Allucia L. Shokane
  • Chapter 1
    Afrocentric methodology: A missing pillar in African social work research, education and training
    Vincent Mabvurira, Jabulani C. Makhubele
  • Chapter 2
    The importance of data collection for qualitative research in social work
    Mankwane D.M. Makofane, Modjadji L. Shirindi
  • Chapter 3
    The relevance and use of secondary data analysis in social work research
    Modjadji L. Shirindi
  • Chapter 4
    Ethics in research: Essential factors for consideration in scientific studies
    Lobelo D. Mogorosi
  • Chapter 5
    Engendering values and ethics in social work education and training
    Jabulani C. Makhubele, Frans K. Matlakala, Vincent Mabvurira
  • Chapter 6
    Culture, stories and narratives in social work education
    Glory M. Lekganyane
  • Chapter 7
    Narrating the real story: The significance of communication and report writing in social work
    Gadihele M. Moloto, Thabisa Matsea
  • Chapter 8
    What do American students learn from Africa? International service learning and social work education
    Lisa V. Blitz, Denise G. Yull, Youjung Lee
  • Chapter 9
    This side … that side? Social work transcending national borders through international exchange programme
    Caroline Maas, Allucia L. Shokane, Maria C. Fronterotta, Veronica Nemutandani, Philina Wittke, Margrit Schulze
  • Chapter 10
    Towards collaborative social work supervision: Your voice or our voices?
    Mmaphuti M. Mamaleka
  • Chapter 11
    Supervision during social work fieldwork practice: A case of the University of Venda
    Jimmy N. Budeli
  • Chapter 12
    Social work with transnational migrant children in South Africa
    Ajwang’ Warria
  • Chapter 13
    Indigenising forensic social work in South Africa
    Selelo F. Rapholo, Jabulani C. Makhubele


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