Post-Covid-19 pandemic in Africa: Prioritising ecological justice and ethical education for community disability services

Abstract

This paper highlights the importance of utilising ecological justice and ethical education to improve community disability services for community health and social work practice in the post-COVID-19 aftermath in Africa. The article goes through the implementation of ecological ethical education as a precursor to practice mechanisms for community disability service pedagogy in Africa. Totally, 124 papers from the pool of 265 articles were examined, evaluated, and found to be suitable, and thus incorporated in the literature review assembled through the searches of PubMed, Elsevier, Cochrane, Wiley-online, ProQuest, Sabinet, Ebsco-Host, Science-Direct, Sage-Pub, SAGE-Journals, JAMA, The Lancet, Scopus, and the library. The intention being to evaluate and abridge the present status of COVID-19 literature, as it applies to ecological justice and ethical pedagogy for the postCOVID-19 pandemic in Africa. The fusion and conceptual review of literature could not expose the implementation linkages on post-COVID-19 outcomes for community disability services pertaining to ecological justice, community health and social work, with no  ethicalpedagogy merging in curriculum for practice. As such, this paper offers a theoretical outline to emphasise the utilisation of ecological justice and ethical education by integrating the African eco-philosophy of ‘Ala’ concepts, and links it with the two out of the four guidelines stated in the International Federation of Social Work (IFSW) global environmental education and interrelated with the harsh realities and expectations of clarity
for community health and social work to improve community disability services presently and in the post-COVID-19 aftermath.

Keywords: Community Disability Services, Community Health, COVID-19, post-COVID-19, Ecological Justice, Ethical-Pedagogy, Social Work