In the present paper a research has been done on the essay ‘Can the Subaltern Speak’ by’ Gayatri Chakravorty Spivak’. It has been explained into much simpler language about what the author conveys for better understanding and further references. Also the criticism has been done by various critiques from various sources which is helpful from examination point of view. The paper has been divided into various contexts with an introduction and the conclusions. Also the references has been written that depicts the sources of criticism.

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Can the Subaltern Speak

Purpose
Pregnancy and the first postnatal year can be a difficult and distressing period for women with mental health problems, particularly if they are not able to access appropriate and timely assessment and treatment. The aim of this systematic review was to synthesise qualitative evidence on experiences of care for women with (or at risk of developing) antenatal or postnatal mental health problems across a range of disorders (including non-psychotic mental disorders).

Experience of care for mental health problems in the antenatal or postnatal period for women in the UK: a systematic review and meta-synthesis of qualitative research

Jonathan Jansen is well known as a leading South African educationist, commentator and author of several books. He is also known as the former vice-chancellor of the University of the Free State. I...

As by Fire: The End of the South African University

This paper explores the ways in which neoliberal thinking and practices have impacted upon Australian social work, with a particular emphasis on field education programmes. We outline a number of challenges that neoliberalism presents for maintaining quality field education programmes in social work and, within this context, explore the opportunities for social work educators to respond creatively by using practices informed by critical pedagogy and critical social work approaches. We do this by reporting preliminary findings from original research that examined the possibilities for critical pedagogy and critical reflection to deconstruct myths and counteract some of the consequences of neoliberalism. We position such critical practices as forms of resistance within critical social work programmes, to maintain and protect the integrity and quality of field education in contemporary social work programmes.

Critical Reflection: A Response to Neoliberal Challenges to Field Education?

The military in the making of modern South Africa

The past few years have seen renewed interest in the radical social work tradition both in Britain and internationally in response to the highly negative impact of neo-liberal policies on people’s lives and on the profession itself. While these perspectives are now beginning to be included within social work academic curricula, less consideration has been given within the international literature as to how they might also inform practice placements and field education. This paper outlines the findings of a small piece of qualitative research that explored the experience of one South African social work programme of placing a small group of students within campaigning organisations and social movements concerned with addressing structural issues. Based on interviews with the students, their practice teachers and agency representatives, the research addressed the extent to which students were able to draw on their teaching to make sense of these agencies and their role within them, as well as the particular challenges to which these placements gave rise. The paper concludes by suggesting that, while students undertaking such placements may require additional support and teaching in

Education for Change: Student Placements in Campaigning Organisations and Social Movements in South Africa

The task of examining the origins and development of social work is fraught with competing narratives. In South Africa individualist, liberal, colonial, masculine and “white” discourses prevail. The dialectical-historical perspective, rather than chronological “progress”, shows how socio-political and economic dynamics are formative of societal conditions and of social work, which in turn has a role in shaping these dynamics. The fiction of purely historical records of progress and freedom of choice is challenged, and hegemonic and counter-hegemonic discourses uncovered. Social workers are urged to be engaged with the full complexity of events emerging from the class and race-based antagonisms of South African society.

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Historiography of South African social work: Challenging dominant discourses

EnglishIn the context of ongoing internalized and structural forms of oppression in post-apartheid and post-colonial South Africa, social work education must be critical and engage with structural, modernist analysis and post-modern critical theory. This article explores how students experience a critical conscientization process as part of preparation for praxis which meets social change imperatives.FrenchDans un contexte ou les formes d'oppression structurelles et interiorisees de la periode post-apartheid et postcoloniale se maintiennent, il est necessaire que la formation en travail social soit critique et qu'elle fasse place a l'analyse structurelle moderne et a la theorie critique post-moderne. Cette etude explore la facon dont les etudiants font l'experience, dans leur cheminement pratique, d'un processus de conscientisation critique qui repond aux exigences du changement social. SpanishEn el contexto de las internalizadas y estructurales formas de opresion actuales en la Sud Africa post-colonial y...

South African social work education: Critical imperatives for social change in the post-apartheid and post-colonial context

This article argues that South African social work education, situated in Western modernism and broadly within the ideological project of colonialism and racist capitalism, should move from knowledge and discourses which are domesticating and oppressive, and do essential decolonising work. It explores colonialism and post-colonialism and the politics of social work knowledge, it describes the processes of the #RhodesMustFall and #FeesMustFall movements, and then it describes the work of decolonisation. In order to move from coloniality and domestication, which means neither indigenisation nor Africanisation, social work education must 1) reclaim and repossess truths and narratives about the history of social work in South Africa, 2) explore ideology underlying its knowledge and discourses, 3) facilitate critical conscientisation and cultivate a critical and anti-colonial approach, and 4) include anti-colonial theorists in the curriculum. It provides two examples of courses which facilitate such a process.

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#NotDomestication #NotIndigenisation: decoloniality in social work education.

This article describes thematic outcomes of a process of engagement around deep transformation toward Decoloniality in a university social work education program. Given the gravity of working towar...

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Linda Harms Smith

Papers

Education for Change: Student Placements in Campaigning Organisations and Social Movements in South Africa

Historiography of South African social work: Challenging dominant discourses

South African social work education: Critical imperatives for social change in the post-apartheid and post-colonial context

#NotDomestication #NotIndigenisation: decoloniality in social work education.

Deep transformation toward decoloniality in social work: themes for change in a social work higher education program.