Applying anti-oppressive approach to social work practice in Africa: reflections of Nigerian BSW students

Abstract

Purpose As the next generation of social workers in a continent bedecked by oppressive customs, it is cardinal that the voices of social work students be heard. This study aims to share the reflections of Nigerian BSW students about anti-oppressive approach to professional practice. Design/methodology/approach Drawing on a qualitative approach, semi-structured interviews were conducted among fourth-year social work students at one of the elite universities in the southern region of Nigeria. Findings Results reveal that, although willing to challenge oppressive practices, social work students are ill-equipped to apply anti-oppressive approach to social work practice in Nigeria. Research limitations/implications This study makes an important contribution to the field and to the existing literature because the findings have broader implications for social work education in Nigeria. Practical implications In enforcing the suggestions of this study, it is expected that social work education will become able to produce competently trained students who are only knowledgeable about anti-oppressive social work but are equally prepared to address Nigeria’s myriad oppressive practices that have long undermined the nation’s quest for social development. Social implications The application of the anti-oppressive approach to social work practice is integral to ridding society of all forms of overt social injustice and other forms of latent oppressive policies. Originality/value Suggestions are offered to Nigerian social work educators toward ensuring that students are not only well equipped in the understanding of anti-oppressive social work but also ready to apply this model to professional social work practice following their graduation.

Degrading a global COVID-19 contagion: Charting a holistic social work response

“…Psycho: Anxiety, depression, trauma, mental health complications and possibly suicide (Barr et al, 2012;Chan et al, 2014). Social: Hunger pandemic (United Nations [UN], 2020 ; Amadasun, 2020d), human rights violations (Agence France-Presse [AFP], 2020; Amadasun, 2020e; Human Rights Watch [HRW], 2020; Khalid, 2020;Kunene, 2020;Sandhu, 2020;Siviwe, 2020), mass layoffs, under-and unemployment (International Monetary Fund [IMF], 2020), loss of self-worth, anxiety, depression, trauma, mental health complications (Omorogiuwa, 2016(Omorogiuwa, , 2020, and likely suicide (Barr et al, 2012;Chan et al, 2014). (YouTube, (social/hashtags, eletronic/jingles and talkshows, and print/opinion piece) and defend our collective survival.…”

“…Given the biopsychosocial dimension of the COVID-19 pandemic, some theoretical scheme would be germane to aiding our efforts in downgrading the effect of the pandemic. Classic expositions find expression in strengths-based practice (anchored around building hope, resilience, optimism, relationship and resources – some of which are innate and many of which are in the natural environment; Saleebey, 2006 ), anti-oppressive practice (premised on challenging systemic exclusion, discrimination and marginalization of vulnerable groups; Amadasun and Omorogiuwa, 2020 ; Baines, 2011 ; Dominelli, 1996 , 2002 ), rights-based approach (based on challenging happenings of rights violations among vulnerable groups; Amadasun, 2020a ; Ife, 2008 ; Omorogiuwa, 2020a ), developmental practice (edged on advocating for investments in social protection programmes [e.g. old age benefits, for older adults] and socioeconomic infrastructures; Amadasun, 2020c ; Midgley, 1993 , 1995 , 2010 ; Omorogiuwa, 2016 , 2020b ), and indigenous practice (predicated on according value to indigenous knowledge and practice (e.g.…”

COVID-19 pandemic in Africa: What lessons for social work education and practice?

“…For instance, Amadasun (2020f) cited, among others, the Social Work in Nigeria Project – a collaborative project facilitated by the Canadian government to build the capacity of social work schools in Nigeria – as the threshold heralding the embrace of a generalist approach to education and practice in the continent. While empirical evidence have been seldom employed in appraising the nature and dynamics of social work in Africa, recent works on developmental social work (Amadasun, 2019), rights-based social work (Amadasun, 2020a) and anti-oppressive social work (Amadasun and Omorogiuwa, 2020b) have been telling in this regard, enhancing our understanding of the state of the profession in Africa. Aside from focusing on social work education, other studies sought to explore the effectiveness of social work practice in Africa in terms of our ability to respond to major social problems.…”

COVID-19 Pandemic in Africa: What Lessons for Social Work Education and Practice?

“…For instance, Amadasun (2020f) cited, among others, the Social Work in Nigeria Project -a collaborative project facilitated by the Canadian government to build the capacity of social work schools in Nigeria -as the threshold heralding the embrace of a generalist approach to education and practice in the continent. While empirical evidence have been seldom employed in appraising the nature and dynamics of social work in Africa, recent works on developmental social work (Amadasun, 2019), rights-based social work (Amadasun, 2020a) and anti-oppressive social work (Amadasun and Omorogiuwa, 2020b) have been telling in this regard, enhancing our understanding of the state of the profession in Africa. Aside from focusing on social work education, other studies sought to explore the effectiveness of social work practice in Africa in terms of our ability to respond to major social problems.…”