Knowledge Pathing: Multi-, Inter- and Trans-Disciplining in Social Sciences Series Volume 1 Issues Around Aligning Theory, Research and Practice in Social Work Education Edited by Allucia L. Shokane, Jabulani C. Makhubele & Lisa V. Blitz Knowledge Pathing: Multi-, Inter- and Trans- Disciplining in Social Sciences Series Volume 1 Issues Around Aligning Theory, Research and Practice in Social Work Education Published by AOSIS (Pty) Ltd, 15 Oxford Street, Durbanville 7550, Cape Town, South Africa Postnet Suite #110, Private Bag X19, Durbanville 7551, South Africa Tel: +27 21 975 2602 Fax: +27 21 975 4635 Email: [email protected] Website: https://www.aosis.co.za Copyright © Allucia L. Shokane, Jabulani C. Makhubele and Lisa V. Blitz (eds.) Licensee: AOSIS (Pty) Ltd The moral right of the authors has been asserted. Cover: Designed by AOSIS. Created with the use of an image released under the CC0 Creative Commons license located here https://pixabay.com/en/book-read-relax-meadow- book-pages-2304389/. Published in 2018 Impression: 1 ISBN: 978-1-928396-48-2 (print) ISBN: 978-1-928396-49-9 (epub) ISBN: 978-1-928396-60-4 (pdf) DOI: https://doi.org/10.4102/aosis.2018.BK76 How to cite this work: Allucia L. Shokane, Jabulani C. Makhubele & Lisa V. Blitz (eds.), 2018, ‘Issues Around Aligning Theory, Research and Practice in Social Work Education’, in Knowledge Pathing: Multi-, Inter- and Trans-Disciplining in Social Sciences Series Volume 1, pp. i–386, AOSIS, Cape Town. Knowledge Pathing: Multi-, Inter- and Trans-Disciplining in Social Sciences Series ISSN: 2618-0812 Series Editor: Mogomme A. Masoga Printed and bound in South Africa. Listed in OAPEN (http://www.oapen.org), DOAB (http://www.doabooks.org/) and indexed by Google Scholar. Some rights reserved. This is an open access publication. 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Should any infringement have occurred inadvertently, the publisher apologises and undertakes to amend the omission in the event of a reprint. Knowledge Pathing: Multi-, Inter- and Trans- Disciplining in Social Sciences Series Volume 1 Issues Around Aligning Theory, Research and Practice in Social Work Education EDITORS Allucia L. Shokane Jabulani C. Makhubele Lisa V. Blitz Social Sciences, Humanities, Education & Business Management domain editorial board at AOSIS Chief Editor Andries van Aarde, Post Retirement Professor in the Dean’s Office, Faculty of Theology, University of Pretoria, South Africa Board Members Jan Botha, Professor in the Centre for Research on Evaluation, Science and Technology, University of Stellenbosch, South Africa Joan Hambidge, Deputy Dean at the Faculty of Humanities for the University of Cape Town & Professor for the School of Languages and Literatures, South Africa Sakari Häkkinen, Dean of the Diocese of Kuopio, Finland Glenna Jackson, Associate Editor, Professor Chair, Department of Religion and Philosophy, Otterbein University, Westerville, OH, United States of America Gregory C. Jenkins, Dean-elect, St George’s College, Jerusalem, Israel Reina-Marie Loader, Director and Filmmaker, CinémaHumain, Vienna, Austria Babita Marthur-Helm, Senior Lecturer Organisational Transformation & Development; Managing Diversity Gender Empowerment, University of Stellenbosch Business School, Stellenbosch, South Africa Christopher Mbazira, Professor of Law & Coordinator of the Public Interest Law Clinic, Makerere University, Kampala, Uganda Piet Naudé, Professor Ethics related to politics, economics and business & Director, University of Stellenbosch Business School, Stellenbosch, South Africa Charles Neill, Professor Department of Business Administration, The British University in Egypt, El Sherouk, Cairo Governorate, Egypt Cornelia Pop, Full professor at the Department of Business, Faculty of Business, Babes-Bolyai University, Cluj-Napoca, Romania Michael Schratz, Professor, Institut für LehrerInnenbildung und Schulforschung, Dekan der School of Education, Leopold-Franzens-Universität Innsbruck, Austria Johann Tempelhoff, Professor, Research Niche for Cultural Dynamics of Water (CuDyWat), School of Basic Sciences, Vaal Triangle Campus of North-West University, Vanderbijlpark, South Africa Anthony Turton, Professor Centre for Environmental Management & Director TouchStone Resources, University of the Free State, South Africa Willie L. van der Merwe, Professor & Chair Philosophy of Religion, Apologetics and Encyclopaedia of theology & Professor Extraordinary Stellenbosch University, South Africa, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands Christi van der Westhuizen, Associate Professor, Department of Sociology, Faculty of Humanities, University of Pretoria, South Africa Joke van Saane, Professor, Amsterdam Center for the Study of Lived Religion, Vrije Universiteit Amsterdam, Netherlands Paul van Tongeren, Professor Department Philosophy, Radboud University Nijmegen, the Netherlands Robert G. Varady, Deputy Director and Research Professor of Environmental Policy, Udall Center for Studies in Public Policy, The University of Arizona, Tucson, United States of America Anné H. Verhoef, Associate Editor, Professor, Faculty of Arts: School of Philosophy, North-West University, Potchefstroom, South Africa Xiao Yun Zheng, Professor & Assistant President of Yunnan Academy of Social Sciences (YASS) and Director International Center for Ecological Culture Studies (ICECS-YASS), Yunnan Academy of Social Sciences, Kunming City, China Peer Review Declaration The publisher (AOSIS) endorses the South African ‘National Scholarly Book Publishers Forum Best Practice for Peer Review of Scholarly Books.’ The manuscript was subjected to rigorous two-step peer review prior to publication, with the identities of the reviewers not revealed to the author(s). The reviewers were independent of the publisher and/or authors in question. The reviewers commented positively on the scholarly merits of the manuscript and recommended that the manuscript be published. Where the reviewers recommended revision and/or improvements to the manuscript, the authors responded adequately to such recommendations. Research Justification This scholarly book is the first volume in the book series Knowledge Pathing: Multi-, Inter- and Trans-Disciplining in Social Sciences. The book series editor is Prof. Mogomme Alpheus Masoga (University of Limpopo, South Africa). The volume editors are Dr Allucia Lulu Shokane (University of Venda, South Africa), Prof. Jabulani C. Makhubele (University of Limpopo, South Africa) and Prof. Lisa V. Blitz (Binghamton University, USA). The book provides a reflection on social work education with a slant towards an Afrocentric approach. It aims to facilitate strong reflective thinking and address local realities about social work education on the African continent as well as in broader global contexts. The first volume focuses on issues around aligning theory, research and practice in social work education. The book makes a significant contribution to the scholarly understanding of opportunity to sustain the academic discourse on social work education. Social work as a profession and a social science discipline is dynamic, and it ought to meet the challenges of the realities of the societies in which it serves, given the history of the changing society of South Africa from apartheid to democracy. Over the years, social work education and training has undergone tremendous curricular changes with the enactment of White Paper for Social Welfare and the national review, respectively, by the South African Council for Social Services Professions (SACSSP) and the Council on Higher Education (CHE) for the re- accreditation of all Bachelor of Social Work (BSW) programmes in South Africa fulfilling the prescripts of the Higher Education Act (No. 101 of 1997, as amended) and Social Service Professions Act (No. 110 of 1978). It is worth mentioning that the curricular changes will also continue with the current reviewing of Social Service Professions Act (No. 110 of 1978), as amended, which is underway in South Africa. The target audience of this book comprises social work educators in the academies and specialists in the field of social sciences. The content of the book is based on contributions from original research and, concomitantly, the authors’ research is entirely their own. The contribution of the volume editors was solely of editing and providing guidance. Each chapter has undergone a rigorous review assessment process for the core qualities of scholarship that we deemed necessary for readers to have confidence in the trustworthiness and importance of the ideas and messages