Please use this identifier to cite or link to this item: https://cris.library.msu.ac.zw//handle/11408/6441
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dc.contributor.authorKudzai Mwapauraen_US
dc.contributor.authorMildred Mushunjeen_US
dc.contributor.authorSunungurayi Charambaen_US
dc.contributor.authorNetsai Risinamhodzien_US
dc.contributor.authorTapiwanashe G. Simangoen_US
dc.date.accessioned2024-12-11T13:52:05Z-
dc.date.available2024-12-11T13:52:05Z-
dc.date.issued2024-09-09-
dc.identifier.urihttps://cris.library.msu.ac.zw//handle/11408/6441-
dc.description.abstractIndigenous 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.en_US
dc.language.isoenen_US
dc.publisherMidlands State University, School of Social Worken_US
dc.relation.ispartofJournal of Social Development in Africaen_US
dc.subjectCurriculumen_US
dc.subjecteducationen_US
dc.subjecthuman rightsen_US
dc.subjectindigenous knowledge systemsen_US
dc.subjectsocial worken_US
dc.subjectZimbabween_US
dc.titleThe relevance of indigenous knowledge systems in social work education and practice in Zimbabwe: A human rights perspectiveen_US
dc.typeresearch articleen_US
dc.identifier.doi10.4314/jsda.v39i2.6-
dc.contributor.affiliationDepartment of Social Work, Women's University in Africa, Zimbabween_US
dc.contributor.affiliationMidlands State University, School of Social Work, Zimbabween_US
dc.contributor.affiliationMidlands State University, School of Social Work, Zimbabween_US
dc.contributor.affiliationMidlands State University, School of Social Work, Zimbabween_US
dc.contributor.affiliationMidlands State University, School of Social Work, Zimbabween_US
dc.relation.issn1726-3700en_US
dc.description.volume39en_US
dc.description.issue2en_US
dc.description.startpage88en_US
dc.description.endpage113en_US
item.fulltextWith Fulltext-
item.cerifentitytypePublications-
item.languageiso639-1en-
item.grantfulltextopen-
item.openairetyperesearch article-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
Appears in Collections:Research Papers
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