Article Sidebar
Published:
Sep 9, 2024DOI:
10.4314/jsda.v39i2.6Keywords:
Article Details
References
Alston, M. (2020). Research for social workers: An introduction to methods. Routledge.
Banes, G. G., & Cruz, K. B. D. (2021). The integration of indigenous knowledge systems (IKS) in the tertiary level curriculum of Benguet State University La Trinidad Campus. Mountain Journal of Science and Interdisciplinary Research (formerly Benguet State University Research Journal), 81(1), 19-36.
Buthelezi, S. C., Ocholla, D., & Dlamini, P. (2024). Strategies for documenting and disseminating indigenous knowledge at a South African university. South African Journal of Information Management, 26(1), 1648.
Chigangaidze, R. K. (2023). Environmental social work through the African philosophy of Ubuntu: A conceptual analysis. International Social Work, 66(6),1845-1856. http://dx.doi.org/10.1177/00208728211073382
Chikoko, W., Mhlanga, J., Matavire, P. C., & Mwapaura, K. (2024). Asylum Seekers, Refugees, and Social Safety Nets: Opportunities and Challenges at Tongogara Refugee Camp, Chipinge, Zimbabwe. Journal of Human Rights and Social Work, 1-10. https://doi.org/10.1007/s41134-024-00308-0
Chikoko, W. & Mwapaura, K. (2024). Substance Abuse and Sexual Behaviour among Street Children concerning the Child Agency Theory: The Case of Harare Central Business District, Zimbabwe (Part II). In I. Mutelo (Ed.) Human Rights in Southern Africa: Theory and Practice (pp 129-138). Domuni-Press.
Chikoko, W., Mwapaura, K., Zvokuomba, K., Nyabeze, K., & Soko, S. (2022). Challenges and opportunities for indigenous social protection systems in Zimbabwe: A conceptual review. African Journal of Social Work, 12(5), 249-256.
Clarke, V. & Braun, V. (2013). Teaching thematic analysis: Overcoming challenges and developing strategies for effective learning. The Psychologist, 26(2), 120-123.
Hari, C. (2020). The Relevance of Indigenous Knowledge Systems in Local Governance toward Environmental Management for Sustainable Development: A Case of Bulawayo City Council, Zimbabwe. Quest Journal of Management and Social Sciences, 2(1), 100-114. http://dx.doi.org/10.3126/qjmss.v2i1.29024
Ife, J. (2009). Human rights from below: Achieving rights through community development. Cambridge University Press.
Ife, J., Soldatić, K., & Briskman, L. (2022). Human rights and social work. Cambridge University Press.
International Federation of Social Workers and International Association of Schools of Social Work. (2014). Global Definition of Social Work. https://www.ifsw.org/what-is-social-work/global-definition-of-social-work/
Mahuntse, S. L. (2021). A social work programme on the contribution of Indigenous Knowledge Systems (IKS) to child protection: a Tsonga case study [Doctoral dissertation, University of Pretoria].
Mandiopera, W. D., Ndlovu, T., & Kai, G. (2023). Indigenous knowledge systems and drought preparedness in rural Umzingwane in Zimbabwe. International Journal of Disaster Risk Reduction, 99, 104128.
Mapira, J., & Mazambara, P. (2013). Indigenous knowledge systems and their implications for sustainable development in Zimbabwe. Journal of Sustainable Development in Africa, 15(5), 90-106.
Marlow, C. R. (2023). Research methods for generalist social work. Waveland Press.
Maunganidze, L. (2016). A moral compass that slipped: Indigenous knowledge systems and rural development in Zimbabwe. Cogent Social Sciences, 2(1), 1266749.
Mathebane, M. S., & Sekudu, J. (2018). Decolonising the curriculum that underpins social work education in South Africa. Southern African Journal of Social Work and Social Development, 30(1).
Mubangizi, J., & Kaya, H. (2015). African indigenous knowledge systems and human rights: implications for higher education, based on the South African experience. International Journal of African renaissance studies-multi-, inter-and transdisciplinarity, 10(2), 125-142.
Mugumbate, R., & Naami, A. (2023). Ubuntu: The African Philosophy About Making People More Human. In Handbook of Critical Whiteness: Deconstructing Dominant Discourses Across Disciplines (pp. 1-12). Singapore: Springer Nature Singapore.
Muguti, T., & Zibengwa, T. (2022). Indigenous Knowledge and Poverty Alleviation in Contemporary Zimbabwe. In African Perspectives on Poverty, Indigenous Knowledge Systems, and Innovation (pp. 67-84). Singapore: Springer Nature Singapore.
Mukurazhizha, R., Muridzo, N., & Simbine, S. (2023). The place of indigenous knowledge in environmental social work in Zimbabwe. African Journal of Social Work, 13(2), 110-117
Muridzo, N., Mukurazhizha, R., & Simbine, S. (2022). Social work in Zimbabwe: From social control to social change. International Journal of Social Work Values and Ethics, 19(2), 227-243.
Mushunje, M.T. (2014). Interrogating the relevance of the extended family as a social safety net for vulnerable children in Zimbabwe. African Journal of Social Work. 4 (2), 78-110.
Mushunje, M.T. (2023). Decolonising the SRHR agenda for improved young women’s access to SRHR services. African Women’s Journal special edition on Maputo Protocol.
Muyambo, T. M., & Marashe, J. (2020). Indigenous knowledge systems and sustainable development: The case of Zunde Ramambo (isiphala senkosi) as food security in Chipinge, Zimbabwe. Indilinga African Journal of Indigenous Knowledge Systems, 19(2), 232-244.
Muzingili, T., Muzondo, E., Mwapaura, K. & Muridzo, N.G. (2024). Ritual Killings: Desire for Prosperity, Cultural Falsity and Implications on Creeping Human Rights Laws in Southern Africa (Part IV). In I. Mutelo (Ed.) Human Rights in Southern Africa: Theory and Practice (pp. 319-332). France: Domuni-Press.
Mwapaura, K. (2024). Strategies That Can Be Adopted to Ensure Ethical Communication Before, During and After Crises and Disasters in Zimbabwe. In E. Jakaza, H. Mangeya, & I. Mhute (Eds.), The Palgrave Handbook of Language and Crisis Communication in Sub-Saharan Africa. Palgrave Macmillan, Cham. pp 519-538. http://dx.doi.org/10.1007/978-3-031-43059-6_29.
Mwapaura, K., Chikoko, W., Nyabeze, K., Kabonga, I., & Zvokuomba, K. (2022). Provision of Child Protection Services in Zimbabwe: Review of the Human Rights Perspective. Cogent Social Sciences (OASS). 8 (1), 2136606. https://doi.org/10.1080/23311886.2022.2136606
Naami, A., & Mfoafo-M’Carthy, M. (2023). Exploring African-centred social work education: the Ghanaian experience. Social Work Education, 42(2), 238-248.
Nhapi, T. (2023). Reflections on integrating environmental social work methods of intervention in Zimbabwean social work curriculum. African Journal of Social Work, 13(2), 118-126.
Osei-Hwedie, K., & Boateng, D. A. (2018). " Do not Worry Your Head": The Impossibility of Indigenising Social Work Education and Practice in Africa. Southern African Journal of Social Work and Social Development, 30(3).
Ross, E. (2018). Reimagining the South African social work curriculum: Aligning African and Western cosmologies. Southern African Journal of Social Work and Social Development, 30(1).
Shokane, A. L., & Masoga, M. A. (2018). African indigenous knowledge and social work practice: Towards an Afro-sensed perspective. Southern African Journal of Social Work and Social Development, 30(1).
Simbine, S. L., & Le Roux, L. (2021). Indigenous mentoring and monitoring systems amongst Vatsonga are speaking to people child protection. Journal of Social Development in Africa, 36(2), 7-32.
Sithole, P. (2020). Use of indigenous knowledge systems in crop and livestock production and implication to social ecology: A case study of Chimanimani District of Zimbabwe. Southern African Journal of Environmental Education, 36.
Spitzer, H., & Twikirize, J. M. (2019). Towards integrating indigenous knowledge and problem solving into contemporary social work in Africa. Social work practice in Africa, 245-256.
Twikirize, J. M., & Spitzer, H. (2019). Indigenous and innovative social work practice: Evidence from East Africa. J. Twikirize, & H. Spiitzer, Social Work Practice in Africa Indigenous and Innovative Approaches, 1-20.
Wronka, J. 2016. Human rights and social justice: Social action and service for the helping and health professions. Sage Publications.
Zvokuomba, K., Kabonga, I., Chikoko, W., & Mwapaura, K. (2024). The efficacy of devolved disaster risk governance in Zimbabwe: A review of the communication approaches (Chapter 13). In Jakaza, E., Mangeya, H. and Mhute, I. (Eds.), The Palgrave Handbook of Language and Crisis Communication in Sub-Saharan Africa. Palgrave Macmillan, Cham. pp. 241-258. http://dx.doi.org/10.1007/978-3-031-43059-6_13.
Main Article Content
The relevance of indigenous knowledge systems in social work education and practice in Zimbabwe: A human rights perspective
Kudzai Mwapaura
Mildred Mushunje
Sunungurayi Charamba
Netsai Risinamhodzi
Tapiwanashe G. Simango
Abstract
Indigenous knowledge systems (IKS) are central to communities in Africa. They shape, influence, and define the behaviour of societies. Most communities in Zimbabwe have consistently recognised the human rights of individuals. Understanding how IKS can influence social work theory and practice to uphold human rights is important. Human rights are an inherent part of the social work profession. The article explores the views of social work educators in Zimbabwe on the intersection of IKS and human rights in social work education and practice. Data were qualitatively collected from ten purposefully selected social work educators using an instrumental case study design. Evidence from the participants shows four essential aspects, which are, the relevance of indigenous knowledge systems in social work education and practice in Zimbabwe, the role of indigenous knowledge systems in the application of human rights in social work in Zimbabwe, ways to utilise IKS best to uphold human rights; the challenges faced by educators in utilising indigenous knowledge systems in social work in Zimbabwe. The article concludes that IKS upholds human rights perspectives in social work theory and practice. The article recommends that IKS, informed by a human rights perspective, be integrated into social work education and practice in Zimbabwe and practised at the micro, mezzo, and macro levels.