The Challenges of Maintaining Social Work Ethics in Kenya

Mungai, Ndungi; Wairire, G. G.; Rush, Emma

doi:10.1080/17496535.2014.895401

Cited by 9 publications

(4 citation statements)

References 26 publications

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“…It is also of interest that some scholars agree that the mushrooming of unregistered social work colleges and training institutions in Africa poses a threat to the effectiveness of the profession (Mungai et al, 2014). This is because such institutions do not employ qualified social work trained staff, they do not invest in social work required resources, and are not regulated.…”

Section: Social Work Regulation Legislation and Accreditation In Africamentioning

confidence: 99%

Transforming Social Work Field Education

2022

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Section: Social Work Regulation Legislation and Accreditation In Africamentioning

confidence: 99%

Transforming Social Work Field Education

2022

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“…Such actions could focus on addressing structural challenges that perpetuate injustice, promoting access to social services, raising consciousness on issues of injustice, name-shaming abuse hotspots and building mass support for a just society. Third, the support of well-intentioned knowledge of contextual cultures could help in such cases, as pointed out by Mungai et al (2014). This will also require social workers to work more closely with community and informal systems to strengthen their practice and domesticate social work ethical and human rights principles to local conditions for pragmatic solutions.…”

Section: Lessons For Social Work Practicementioning

confidence: 99%

“…I therefore recommend that social workers seek continued professional support in dealing with ethical dilemmas in a culturally sensitive way as articulated by Mungai et al (2014). Second, practitioners should seek, accept and use ethically appropriate services offered by informal systems within their local contexts through working with elders, communities and self-help groups.…”

Section: Recommendationsmentioning

confidence: 99%

Towards developing ethical capacities in social work practice in Africa: Case study and critical commentary from Uganda

Bhangyi

2022

International Social Work

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This article engages with a case study situated in a public social service system in Uganda, Africa. Through case analysis, I highlight the complexities related to professional ethics in social work practice in Africa and argue that efforts to promote ethics, human rights and social justice in this context require creativity, innovation and activism to confront structural conditions that trap people in unjust circumstances. While building ethical capabilities demands grounding practice in the global social work principles, additional infusion of ubuntu ethics and African social work platforms for sharing experiences and actions are needed.

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“…The Melanesian Way covers an array of unique beliefs, values and principlecentred systems that guide how Melanesians behave and interact with each other and their environments. This happens mostly among Melanesians themselves in the Melanesian region, although such collectivist cultures are found across the South Pacific (Faleolo, 2013;Mafile'o & Vakalahi, 2016) and elsewhere such as in the Ubuntu Culture in Africa (Kreitzer, 2012;Mungai, Wairire, & Rush, 2014) and in the Confucianism of the Chinese tradition (Liu, Sun, & Anderson, 2013). Such collective cultures emphasise general collective responsibility…”

Section: Core Aspects Of Culturally Relevant Pedagogy In Png: the Melmentioning

confidence: 99%

Culturally relevant pedagogy for social work learning in Papua New Guinea: Perspectives from the University of Papua New Guinea’s fieldwork programme

Lawihin

2019

ANZSWJ

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INTRODUCTION: Social work education was introduced in the early 1970s in Papua New Guinea (PNG) and is still developing. Subsequently, its teaching and learning approaches have developed and, significantly, applied with greater flexibility than a standardised format although contemporary western methods predominate. METHOD: The centrality of the PNG context for culturally relevant social work education and the paradigms of pedagogy in field education are discussed. PNG worldviews of teaching and learning have links to similar educational and practice perspectives from the Melanesian region, Pacific and other relevant non-western contexts.CONCLUSIONS: PNG’s ways of teaching and learning are yet to become formally integrated into contemporary social work education due to issues of credibility, relevance and quality assurance regarding professional social work values. The article argues for substantial integration and utilisation of traditional PNG-specific methods of teaching and learning in the delivery of social work education at the University of Papua New Guinea (UPNG) as important steps in developing the profession in the country. Indigenous local knowledge and practices of teaching and learning should become integrated into formal classroom pedagogical strategies in social work.

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The Challenges of Maintaining Social Work Ethics in Kenya

Cited by 9 publications

References 26 publications

Transforming Social Work Field Education

Transforming Social Work Field Education

Towards developing ethical capacities in social work practice in Africa: Case study and critical commentary from Uganda

Culturally relevant pedagogy for social work learning in Papua New Guinea: Perspectives from the University of Papua New Guinea’s fieldwork programme

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