Decoloniality in physiotherapy education, research and practice in South Africa

Abstract

Background: Historically, the profession of physiotherapy in South Africa has closely aligned itself with our former colonial master, the United Kingdom. Whilst efforts have been made in recent years to transform our profession, numerous challenges remain. An improved understanding of the topic of decoloniality is a useful and necessary way of beginning to address these challenges.Objectives: The aim of this opinion piece is to encourage further dialogue amongst South African physiotherapists working in all sectors – a dialogue that must focus on genuinely transforming our profession to be better suited to serving the majority of South Africans.Method: Global and local literature related to decoloniality is summarised for readers, followed by a closer scrutiny of how this topic relates to some of the challenges faced by the profession of physiotherapy in South Africa.Results: The evidence presented demonstrates that whilst some efforts have been made to transform South African physiotherapy, significant work and dialogue is required to bring about a true transformation of the profession.Conclusion: An honest and transparent conversation about decoloniality and transformation can assist in realising the potential of our profession, thereby improving the health and well-being of all South Africans.Clinical implications: Real engagement with this topic can assist in transforming who enters our profession, what we teach, where and why we conduct research and how we can ensure that physiotherapy practice contributes to real social justice by benefitting the majority of our population.

Impactful educational transitions: Crossroads for physiotherapy education in South Africa?

“…New possibilities for physiotherapy education in South Africa, to support the anticipated future of healthcare in South Africa (and Africa), are presented later in my article. Such new educational transitions, or possibilities, should be built on the current educational principles of creating positive student–staff pedagogical relationships (Amosun et al 2018 ; Ramklass & Vithal 2021 ), creating relevant curricula for the South African healthcare context (theoretical, practical and clinical) (Chetty et al 2018 ) and decolonisation (Cobbing 2021 ). The importance of these aspects is acknowledged by the author, but an in-depth discussion of these principles is not included in my article, as it falls beyond the scope of my article, which is focusing on educational transitions.…”

Challenging power and unearned privilege in physiotherapy: lessons from Africa

“…People who are Black, identify as living with disability, as a member of the LGBTQ2S+ community and/or having come from rural, low socio-economic backgrounds and other historically marginalised groups are underrepresented in the physiotherapy student and qualified professional ranks. The interconnected nature of these social categorizations create intersecting systems of disadvantage that make it less likely for people from equity-denied communities to enter and thrive in our profession (5,6). Intricately linked to this is the often-implied message that "Western is better", in terms of what is taught, learned and practiced, where and what research is conducted, and who are deemed to be experts generally (7).…”

Editorial 2021

“…Prof. Saul Cobbing from the University of KwaZulu-Natal made an important point in his state-of-the-art article published this year (Cobbing 2021 ): there is a need for our assessments and interventions to be appropriate and context specific for our many communities that have such stark -socio-economic and cultural differences ( paraphrased ). These changes to the way in which we manage our patients should be grounded in appropriate studies that determine the effectiveness of interventions that take into consideration the cultural, socio-economic and geographical context of our patients.…”