Indigenous knowledge and social work education in Nigeria: Challenges and need for sustainable development

被引：4

作者：

Nnama-Okechukwu, Chinwe ^{[1
]}

McLaughlin, Hugh ^{[2
]}

Okoye, Uzoma ^{[1
]}

Hendricks, Eleanor ^{[3
]}

Imaan, Loveness ^{[4
]}

Malinga, Tumani ^{[5
]}

Wizi-Kambala, Agnes ^{[4
]}

Ebimgbo, Samuel ^{[1
]}

Veta, Oghenechoja

Imo, Nnachi ^{[6
]}

机构：

[1] Univ Nigeria, Dept Social Work, Nsukka, Nigeria

[2] Manchester Metropolitan Univ, Social Work, Manchester, Lancs, England

[3] Univ Ft Hare, Alice, South Africa

[4] Catholic Univ Malawi, Fac Social Sci, Nguludi, Malawi

[5] Univ Botswana, Social Work, Gaborone, Botswana

[6] Ebonyi State Univ, Social Work Commun Dev, Abakaliki, Nigeria

来源：

INTERNATIONAL SOCIAL WORK | 2023年 / 66卷 / 06期

关键词：

Colonization; indigenous knowledge; indigenization; Nigeria; social work education; sustainable development goals;

D O I：

10.1177/00208728221098511

中图分类号：

C916 [社会工作、社会管理、社会规划];

学科分类号：

1204 ;

摘要：

Social work education in Africa is faced with a myriad of challenges that require immediate attention for a sustainable future. If the principles of social justice, human rights and respect for diversities are central to the social work profession, then the education and practice of social work in Nigeria should be culturally relevant in engaging people and structures to address challenges. Participants for the study included four social work educators, 10 social work students and four social work practitioners. Findings from the research suggest the need for a paradigm shift from Western pedagogy to a more inclusive Nigerian pedagogy for a sustainable future.

引用

页码：1857 / 1871

页数：15

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