AmadasunS.OmorogiuwaT. B. E. (2020). Applying anti-oppressive approach to social work practice in Africa: Reflections of Nigerian BSW students. Journal of Humanities and Applied Social Sciences, 2(3), 197–213. https://doi.org/10.1108/jhass-12-2019-0082
2.
MabvuriraV. (2018). Making sense of African thought in social work practice in Zimbabwe: Towards professional decolonisation. International Social Work, 63(4), 419–430. https://doi.org/10.1177/0020872818797997
3.
MullingsD. V.PowerE.GiwaS.KarkiK. K.BurtM.CainesC.English-LillosP.McLeanA.RickettsJ. (2022). Using community service learning as a conduit to decolonize bachelor of social work education. International Journal of Educational Development in Africa, 7(1). https://doi.org/10.25159/2312-3540/9772
4.
OglesbyA.DrakeR. (2020). Humanity is not a thing: Disrupting white supremacy in K-12 social emotional learning. Journal of Critical Thought and Praxis, 10(1). https://doi.org/10.31274/jctp.11549
5.
ShokaneA. L.MasogaM. A. (2018). African indigenous knowledge and social work practice: Towards an Afro-sensed perspective. Southern African Journal of Social Work and Social Development, 30(1). https://doi.org/10.25159/2415-5829/2320
6.
Zimu-BiyelaA. N. (2019). Using the school environmental education programme (SEEP) to decolonise the curriculum: Lessons from Ufasimba primary school in South Africa. International Journal of African Renaissance Studies-Multi-, Inter- and Transdisciplinarity, 14(1), 42–66. https://doi.org/10.1080/18186874.2019.1614468
