Educational approaches in African social work: Implications for U.S. social work training

 

Ololade Elizabeth Adewusi 1, Foluke Eyitayo Adediran 2, Beatrice Adedayo Okunade 3, Bukola A, Odulaja 4, Rosita Ebere Daraojimba 5, * and Justice Chika Igbokwe 6

1 Independent Researcher, UK.
2 Independent Researcher, SAMFAD Initiative, Johannesburg, South Africa.
3 Independent Researcher, Illinois, USA.
4 Independent Researcher, Nigeria.
5 Department of Business Administration, Ahmadu Bello University, Zaria, Nigeria.
6 Independent Researcher, Medford, Massachusetts, USA.
 
Review
International Journal of Science and Research Archive, 2024, 11(01), 1178–1194.
Article DOI: 10.30574/ijsra.2024.11.1.0182
Publication history: 
Received on 25 December 2023; revised on 01 February 2024; accepted on 03 February 2024
 
Abstract: 
This paper presents a comprehensive exploration of the methodologies in social work education, focusing on the potential integration and synergy between African and U.S. systems. Set against the backdrop of an increasingly globalized world, the study aims to bridge the gap between these two distinct educational paradigms, highlighting the rich diversity and potential for mutual learning. The scope of the paper encompasses a detailed examination of the historical evolution, pedagogical approaches, and the role of culture and tradition in social work practices within both regions.
Adopting a comparative educational analysis as its methodological backbone, the study foregoes traditional fieldwork in favor of an extensive literature review and case study analysis. This approach facilitates a nuanced understanding of the differences and similarities in social work education across these diverse cultural contexts.
The main findings reveal significant disparities in curriculum design, pedagogical methods, and the integration of community engagement and indigenous knowledge. African social work education, characterized by its community-centric approaches and cultural inclusivity, offers valuable insights that could enhance the U.S. framework. Conversely, the structured methodologies and technological advancements in U.S. programs present opportunities for African social work education.
The study concludes with a call for a collaborative, reciprocal educational model. Recommendations include joint curriculum development, faculty exchanges, and shared research initiatives. Such collaborative efforts are essential for preparing future social workers to effectively address global challenges, fostering a more inclusive and culturally sensitive approach to social work education.
 
Keywords: 
Social Work Education; Comparative Analysis; U.S.-Africa Collaboration; Curriculum Development; Cultural Sensitivity.
 
Full text article in PDF: 
 
Copyright information: 

Copyright © 2024 Author(s) retain the copyright of this article. This article is published under the terms of the Creative Commons Attribution Liscense 4.0