Indigenization of Social Work Education and Practice

315 Pages·2007·9.12 MB·English

by  Linda Kreitzer

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 960s and 970s, the Association of Social Work
1 1
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
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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.
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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.
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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.
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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
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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
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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
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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 and history. I
have been the colonizer and the colonized. And yet what I see in Ghana is the resilience
of a nation and its people who have had to deal with an oppressor and still survives with
vibrancy. They have learned to live with the diversity of world-views.
Linda Kreitzer, August 25, 2003, Calgary
We live in many different worlds at the same time and that is the challenge for anybody
who is a social worker or who wants to deal with our society at this time. Because the
person themselves who you are dealing with is trying to handle all of that. They are
balancing a lot of things. And I think that we need to recognize that and see what to do
in that situation and it is partly because "where are the points of reference?" Who is
providing the points of reference? That is where the Queen Mother and the people who
are the custodians of the culture become very very important.
Mrs. Esie Sutherland-Addy — June 14, 2003 - Ghana
Senior Research Fellow, Institute of African Studies,
University of Ghana, Legon.
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