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Indigenization of Social Work Education and Practice

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Indigenization of Social Work Education and Practice University of Calgary Indigenization of Social Work Education and Practice: A Participatory Action Research Project in Ghana by Linda Kreitzer A THESIS SUBMITTED TO THE FACULTY OF GRADUATE STUDIES IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY FACULTY OF SOCIAL WORK CALGARY, ALBERTA AUGUST, 2004 © Linda M. Kreitzer 2004 UNIVERSITY OF CALGARY FACULTY OF SOCIAL WORK The undersigned certify that they have read, and recommend to the Faculty of Graduate Studies for acceptance, a thesis entitled "Indigenization of Social Work Education and Practice: A Participatory Action Research Project in Ghana" submitted by Linda Kreitzer in partial fulfillment of the requirements for the degree of Doctor of Philosophy. Supervisor, Wilson, Faculty of Social Work Dr. of Social Work of Political Science External Examiner, Dr. University of Alberta II ABSTRACT The hegemony of western knowledge has influenced and continues to influence knowledge production throughout the world. Factors including colonialism, development under modernization and current neo-liberal globalization policies have helped to define knowledge production that promotes western thinking. Indigenous knowledge, for the most part, continues to be deemed primitive and unimportant. This hegemony is seen in the historical domination of Western social work knowledge worldwide and can be traced back to the colonial era. During the middle 20th century, social work education expanded to other non- western countries in an imperialistic fashion with the assumption that western social work knowledge, mainly North American and British, was universal and transferable. West Africa was influenced by this exportation of western social work knowledge, in particular, in Ghana. During the 1 960s and 1 970s, the Association of Social Work Education in Africa and the Ghana Association of Social Workers were active in promoting social work education and practice in that area. Over time, these organizations have lost their momentum and are perceived to have become ineffective. Western social work knowledge has continued its domination of social work education there. This study attempts to address the hegemony of western social work knowledge through a critical and emancipatory approach to knowledge production. Guided by Critical Theory and Participatory Action Research, it explores the processes of westernization and indigenization that have affected Ghanaian society. Through a dialogical process, faculty, students, social workers and a community leader came together to create new knowledge concerning Ghanaian social work. Through this 111 critical process, the group emerged with action plans that changed their situations personally and professionally. This new knowledge reflects a need for a greater profile of social work in Ghana, an organizational change in regards to the Ghana Association of Social Workers and a greater emphasis on the publication and use of indigenous writing in social work education. It is hoped that the new knowledge produced from this research will continue to evolve and will motivate and challenge social workers in Ghana to develop an innovative social work education and practice that will be relevant to the needs of Ghanaian society. iv ACKNOWLEDGEMENTS I wish to thank the following people and organizations who contributed to this study and were instrumental in its completion: Research group members, without whose enthusiastic participation this research could never have been completed. Nana Boatema Afrakoma II, Dzabuni Dah George, Abukari Ziblim, Salima Iddrisu Imoro, Patience Antonio, Kwaku Akuoko Afram, Jones Adu-Gyamfi, Joanna Mensah, and Comfort Sackey. My supervisor, Dr. Maureen Wilson, whose expertise and knowledge helped me through this whole process and who believed in this project from its conception. My committee members, Dr. Timothy Pyrch and Dr. Betty Bastien, whose support and insights were important to me as I embarked on this journey. Social Science and Humanities Research Council of Canada (SSHRC) and the International Development Research Council (IDRC) for their generous funding of this project. Dr. Nana Araba Apt, former Head of the Department of Social Work, University of Ghana, for her support and friendship during my stay in Ghana. The Department of Social Work, University of Ghana and its staff and faculty. Richmond Smith, my friend and cultural advisor. Faculty of Social Work, University of Calgary for their financial support and interest in this project. The Quaker community in Western Canada for their support throughout this research project. My good friends Deb Bennett, Barb Astle and Dennis Cressman for their friendship, support and encouragement throughout this research project. V DEDICATION To all Ghanaian social workers, past, present and future, who are passionately committed to a positive and vibrant social work profession in Ghana. May you continw to be the leaders in creating new knowledge that is innovative and dynamic for social work education and practice in Ghana and Africa. vi TABLE OF CONTENTS Approval page ii Abstract iii Acknowledgements v Dedication vi Table of Contents vii CHAPTER ONE: INTRODUCTION: SETTING THE STAGE 1 CHAPTER TWO: A PEOPLE'S HISTORY 7 The journey emerges 7 Social work in the global context 8 Contextualizing the journey: Ghana 12 Pre-colonial West Africa — Before 1471 13 Colonial Period— 1471-1957 14 Nkrumah Period— 1951-1966 15 Economic Reform in Ghana — 1966-present 16 The Role of Traditional Authority in Ghanaian Society 18 Introduction 18 Pre-colonial Ghana 19 Colonial Ghana 20 Post-colonial Ghana 21 Queen Mothers 21 History of the Profession of Social Work in Ghana 24 Introduction 24 Colonial period 24 Social work training in Ghana 27 Summary 29 Purpose of Study 30 CHAPTER THREE: KNOWLEDGE AND POWER RELATIONSHIPS IN SOCIAL WORK 32 The journey continues 32 Historical Conjunctures 33 Colonialism 34 Modernization 34 Globalization 35 Indigenous ways of knowing 37 Challenging the hegemony of western social work knowledge 39 United Nations Surveys 39 Curriculum studies 44 Collaborative movements 46 The West African experience 48 The Association of Social Work Education in Africa 49 Ghana Association of Social Workers 56 vii Summary .59 CHAPTER FOUR: ENTERING THE WORLD OF KNOWLEDGE PRODUCTION 63 Research questions 63 Personal challenges of my journey 64 Critical theory 65 Gramsci 67 Freire 68 Foucault 70 Researchers assumptions 72 Reading, naming and transforming the world — Participatory Action Research 73 The journey with others 73 Historical emergence of PAR 74 Principles of PAR 76 The Application of PAR 77 PAR Process in the Ghana context 77 Appropriateness of PAR for this research project 78 Ethical Considerations 79 Timeline 80 Entering the University of Ghana context 81 Criteria 85 Establishing the team 86 The evolution of the group research project 91 Introduction 91 Group profiles 92 Chronological presentation of workshops 96 Summary 113 CHAPTER FIVE: THE GROUP PROCESS IN KNOWLEDGE PRODUCTION: LAYERS OF LEARNING 115 Journey of a lifetime 115 Introduction 116 Relationships with the PAR process 118 Relationship between group members to the PAR process 118 Relationship with facilitator to the PAR process 133 Relationships with each other 150 Relationship between group members 150 Relationship between facilitator and group members 157 Relationships with Ghanaian society 162 Relationship between group members and Ghanaian society 162 Relationship between facilitator and Ghanaian society 178 Relationships with Ghanaian social work 193 Relationship between group members and Ghanaian social work 193 Relationship between facilitator and Ghana social work 212 Chapter Summary 215 viii CHAPTER SIX: PUTTING OUR LEARNING INTO ACTION 219 Journey of action 219 Introduction 219 Recommendations for changes to the curriculum 221 T.V. and Video recorder 222 Public Education Video: Social work in Ghana: Education and Practice 223 Encountering the Ghana Association of Social Workers (GASOW) 226 Articles for publication 229 African articles for courses 230 Presentation Day 230 Association Meeting 232 Summary 233 CHAPTER SEVEN: BRIDGING DIFFERENT WORLDS THROUGH KNOWLEDGE PRODUCTION 239 Understanding the journey 239 Reflections 239 Implications for social work 249 Local 250 Regional 252 International 253 Future Research 255 REFERENCES 258 APPENDIX A: Recommendations to the Department of Social Work 273 APPENDIX B: Maiden Meeting of Professional Social Workers 295 APPENDIX C: Letter of support from Prof. Apt 298 APPENDIX D: Letter to potential participants 299 APPENDIX E: Written form of the oral consent 301 APPENDIX F: Certificate of participation 304 ix For three weeks now I have been reading, synthesizing, reflecting and questioning as I work through my exam questions. Tonight, as I stopped to rest on a shady bench by the Elbow River I fell apart. My tears tell me that I am moving and learning in ways I never thought possible. This is a sacred place, a place where emotions are gently shared to the universe and nature. I have gone from social work to international social work to development issues. I have visited African world-views, western scientific knowledge and have tried to rationalize, categorize and objectify my knowledge. Yet the indigenous part of me rejoices in feeling the interconnectedness of the earth and the universe and what that feels like.. .there is a tension within myself between my rational mind and intuitive/spiritual being. I have visited another country's culture
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