Summary

The concept of time is tied to environmental and cultural components. The notions of time for the people in the global south, especially in the predominantly agricultural and indigenous communities, are natural and seasonal. In contrast, the west treats time tied to work hours and values exactness in timekeeping. The punctuality of Euro-Americans is a privilege developed from centuries of lived experience in industrialized societies. In contrast, punctuality was not part of their lifestyle for many generations in the global south. The west sees monetary value in time, and punctuality is expected behavior. The Euro-American culture often looks down on the inability of people from Asia and Africa for not be punctual and treats it as an individual failure. Such an approach is a clear dynamic of historical privilege and oppression. Sense of time affects the behavioral pattern of people as well.  While there is a likelihood of interpersonal friction in adherence to punctuality, a nonlinear understanding of time promotes collaboration. The eco-social and environmental context of social work practice and education are linked to diversity in the sense of time and differences in punctuality. This paper positions punctuality as a privilege and discusses the challenges of diverse communities with the western notion of punctuality. This presentation will explore the differences between the global north and south in the concept of time, referencing historical and cultural contexts in understanding time.

Keywords (separate with commas)

punctuality, time, privilege, industrialisation  

Summary

This research abstract examines the persistence of colonial legacies in African states, highlighting the limited progress achieved since the initial decolonisation calls of the early to mid-20th century. Despite a superficial shift in political administration, Africa continues to grapple with underdevelopment while embracing imitations of European and North American cultures. In the context of education, this study argues that decolonisation has not taken root and emphasizes the need to reconsider teaching and learning practices. Recognizing the crucial link between education and upward social mobility, this presentation emphasizes the importance of addressing the approaches, quality, and relevance of education within a decolonial framework. The author contends that without firmly embedding teaching and learning practices in a clearly articulated decolonial approach, the social developmental aspirations of previously colonised nations will remain elusive. To shed light on the calls for decoloniality and the praxis of decolonising teaching and learning, this research paper conducts a comprehensive desktop review of the literature. Drawing on critical race theory (CRT), the paper critically reflects on the key aspects that necessitate attention in the process of decolonising teaching and learning. Moreover, the paper offers recommendations for various academic disciplines to initiate discussions and act towards decolonising their teaching and learning processes, as well as the content therein. Consequently, this presentation proposes a conceptual framework for decolonising the curriculum. By exploring the intersection of decoloniality and education, this research aims to contribute to the broader discourse on decolonisation, fostering a more inclusive and transformative educational environment that aligns with the social and developmental aspirations of formerly colonised nations.

Keywords (separate with commas)

Social Work, Teaching and Learning, Decolonisation, Social Development, Critical Race Theory, Approach.

Summary

Pluralistic discourses on social work, including those on postcolonial/decolonial social work, indigenous social work and culturally relevant practices, are attracting increasing interest globally. This preliminary study examined the process of constructing alternative discourses on social work from the analytical perspective of the social representation theory posited in the domain of social psychology. Case studies in three areas were discussed in the Asian context: culturally relevant domestic social work, Buddhist social work, and international social work. The results of previous studies conducted by the author and his colleagues were subjected to a qualitative comparative analysis. The investigation focused on the familiarisation mechanism, which includes the processes of anchoring and objectifying. Different aspects, including familiarisation, cognitive polyphasia, and unfamiliar phenomena, were observed depending on the relevant concepts and terms used. However, the results indicated that certain social work discourses were constructed using relevant concepts and terms via dialogue and conference, research and publication, and education. Despite several acknowledged limitations, the findings of this study indicate that diverse and alternative discourses are gradually becoming common within the discipline. Furthermore, this study suggests that the perspective of the social representation theory is useful for social work research because it clarifies the process of constructing diverse discourses as a social reality.

Keywords (separate with commas)

alternative discourse, international perspective, Indigenous social work, international social work, qualitative analysis

Summary

Our thematic analysis of the academic literature on Canadian Muslim Youth aims to identify and describe the factors which contribute to the construction of identity among Muslim youth in Canada and make some research and policy recommendations to address this issue. In this review, we responded to the following questions: What is the current research evidence for Canadian Muslim Youth identify construction? What are the major themes included in the identifies publications?  

Keywords (separate with commas)

Muslim Youth, Canada, Identity, Racism, Religiosity, Scoping review, Islam, Muslims, Islamophobia