Open AccessAUTOETHNOGRAPHIC VIEW OF SOUTH AFRICAN SOCIAL WORK EDUCATORS DURING THE COVID-19 PANDEMIC: HIGHLIGHTING SOCIAL (IN)JUSTICE
Author(s) -
Nevashnee Perumal,
Roshini Pillay,
Zibonele France Zimba,
Mbongeni S. Sithole,
Marichen van der Westhuizen,
Priscalia Khosa,
Thanduxolo Nomngcoyiya,
Malebo Mokone,
Uwarren September
Publication year - 2021
Publication title -
social work
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.303
H-Index - 15
eISSN - 2312-7198
pISSN - 0037-8054
DOI - 10.15270/57-4-964
Subject(s) - autoethnography , cognitive reframing , sociology , social justice , privilege (computing) , pedagogy , pandemic , work (physics) , higher education , covid-19 , space (punctuation) , gender studies , political science , social science , psychology , social psychology , medicine , mechanical engineering , disease , pathology , infectious disease (medical specialty) , law , engineering , linguistics , philosophy
COVID-19 has exposed the inequalities and polarisation of South African communities and institutions of higher learning on the continuum of privilege. As nine social work educators, we share our reflections on how we traversed the higher education space during the beginning of the pandemic, using an autoethnography lens, with the pedagogy of discomfort and critical social work theory as the threads in the complex tapestry of our stories. We describe our orientations as social work educators, the successes, challenges, and recommendations on reimagining and reframing learning and teaching in relation to student-institutional relationships, boundaries and support.