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Social work education and practice in Africa: the problems and prospects
Social work education and practice in Africa: the problems and prospects
by Oghenechoja Dennis Veta
Keep ReadingFirst language instruction? Eswatini teachers’ insight of the Eswatini language-in-education policy
Teaching Drama in Education in the University of Ghana: My perspectives about Ghanaian indigenous games
An Exposition of the Provision and Use of English as a Second Language in Rwandan Schools: An Analysis through Cultural Reproduction Theory Lens
Social work education and practice in Africa: the problems and prospects
by Oghenechoja Dennis Veta
This article identifies some of the key challenges hindering effective social work education and practice in African nations. These problems include an orientation that is remedial or curative, involvement of non-social work graduates in social work posts, lack of a regulating or coordinating body, and an overall dependency on extrapolated curricula and Western methods among others. Most African nations although with huge wealth are wallowing in abject poverty resulting in various social maladies such as kidnapping, child abuse, substance misuse, corruption, lack of organised social welfare institutions, unsustainable development, human trafficking, unemployment, lack of leadership and social injustice, as resultant effects of exploitative colonialists and/or imperialists. These call for holistic practice interventions to solve these social ills. This paper strongly advocates that social work in the African continent should be given legal backing to ensure professional social work education and practice. The social work education curriculum should be developed to reflect African social contexts and its approaches to social work practice and not just be restricted to Western approaches alone. On this premise, this paper proposes ‘cultural humility’ and ‘transaction between individuals and environment (TIE)’ frameworks that would enhance social work education and practice in Africa. © 2022 Informa UK Limited, trading as Taylor & Francis Group.
First language instruction? Eswatini teachers’ insight of the Eswatini language-in-education policy
by Phindile A. Dlamini
This article identifies and discusses why siSwati–most citizens of Eswatini’s first language–is seen by various educational stakeholders as the second choice when it comes to the medium of instruction in the officially bilingual siSwati-English Kingdom of Eswatini. Findings reveal that while excerpts from policy documents suggest good intentions for promoting first language instruction for positive outcomes in the learners’ acquisition and use of the second language, classroom practices point to a zero to medium implementation of the 2011 and 2018 education sector language-ineducation policies. Teachers believe that siSwati has no symbolic value, stifles learners’ social growth and does not assist them in their educational advancement. This study concludes that framing siSwati as a scholarly endeavour in academic discourse in Eswatini perpetuates a conflict of ideologies between teachers and learners. © 2023 NISC (Pty) Ltd.
Teaching Drama in Education in the University of Ghana: My perspectives about Ghanaian indigenous games
by Tabitha Harriet Deh
This proposal reveals the significance of Applied Theatre in Ghana, with special interest in Drama in Education (DIE) as a teaching tool for teachers and learners. As a teaching tool, Drama in Education places tremendous emphasis on Process, Performance and Skill oriented activities to achieve its teaching and learning goals. The dramatic experiences derived from the improvisations; creative dramatics, mime, role-play and other Ghanaian indigenous art forms such as games, symbols, proverbs, storytelling, etc. in the learning explorations expedite transformation in learners. In these dramatic developments, creativity helps to improve not only learners but society as a whole. This paper aims at exhibiting some of the games employed in various sessions with students in the University of Ghana. © 2023 AATE.
An Exposition of the Provision and Use of English as a Second Language in Rwandan Schools: An Analysis through Cultural Reproduction Theory Lens
by Nyasha Cefas Zimuto
This study seeks to identify issues of concern, suggest problem-solving solutions and add literature to cultural reproduction in African schools by problematising the relationship between student background and linguistic competence in Rwanda’s Teacher Training Colleges (TTCs). It delves into the relationship between English language learning and equitable education of rural and urban learners with a special outlook on the reproduction of social class using linguistic capital. The cultural reproduction theory by Bourdieu is used as the runway to explain the replication of social disparities through language education in teacher training colleges in Rwanda. Qualitative research methods were used to collect and analyse data. The paper unravels the complexities of cultural reproduction through language education and how it affects rural students more than urban students. The study found that the challenges that surround English language provision and use in schools in Rwanda may end up fostering cultural reproduction if not attended to. The study concludes by suggesting possible solutions dabbed as recommendations. © 2024, Adonis and Abbey Publishers Ltd. All rights reserved.
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