Southern African Reflections on Social Work and Social Justice Otrude N. Moyo (Editor); Lauren Rose Caldie; Otrude N. Moyo; Zandile P. Nkabinde; Vuyelwa Langelihle Sibindi; Martin Moyo; Nenekazi Melody Gxashe; Thandi S. Tshabangu-Soko Abstract: This is the Special Section on Southern African Reflections on Social Work and Social Justice, comprised of an introduction by the editor, Otrude N. Moyo, a photo essay by Lauren Rose Caldie, and six other articles, which are grouped here in one downloadable special section containing all of the materials. Keywords: Southern Africa, Ubuntu, Prefectship system, role of education, autocracy
Editor’s Introduction: True learning is Unlearning Otrude N. Moyo This special section consists of seven articles. In these articles the authors share their journeys to unlearning those aspects in their socialization into their professional lives that have been part of the exclusionary political economies of imperialism, colonialism, apartheid and neo-colonialism in southern Africa. These journeys are not easy nor are they straightforward. Indeed, knowledge of reconstruction and restoration is complicated and convoluted. It dabbles into what is perceived as “right” in improving quality of life, which may be contradictory with the actual reality of experience and/or what we desire to be “right” for the communities we work with. In these circumstances, clearly there are complications and contradictions. Indeed the articles in this special section are self-conscious and self-critical focusing at times on shortcomings of the way we work as exemplified by the article on Schooling in Capitalist Autocracy in Zimbabwe. However, the paramount purpose of these reflections is motivated by a strong desire to stop repeating the same old narratives presented as new experiences in social development. Ferguson in his Anti-Politics Machine reminds us about the irony of “development” especially in the global south where “development” has succeeded in reproducing a controlling, repressive, self-serving bureaucratic structure that is anti-politics. In this vein, the articles in this special section consider the ironies of development – where the desire for progress means adopting and adapting, instead of unlearning things that are not serving human wellbeing. Social development is an even more convoluted social construct with diverse meanings. Emanating from the dissatisfaction with economic growth led efforts in improvement of quality of life. This concept too has its shortcomings (but that is a paper on its own). The important point about these articles is their attempt at deconstructing decolonization of development, highlighting that true learning is unlearning. Leaning to unravel the inner landscapes of the political economic systems that sculpt inequalities and oppressions. The articles in this special issue are about authors attempting to de-program their lives as social workers, social development workers, educators, and our work in that purpose to improve the quality of life for all. Our journey is a process of removal of that which does not serve us in improving quality of life for all. Social development as an approach to improving quality of life is multidisciplinary, meaning it draws from diverse disciplines all giving their own perspective. It is also interdisciplinary meaning that those who purport to be engaged in social development should be able to understand and engage social issues (from social science; humanities approach and natural sciences). Hence, these articles offer a journey to unlearn colonization and learn that within indigenous practices, all social phenomena is interwoven. Again, the major theme running throughout the articles is that true learning is unlearning. In this respect, the articles are a journey of rising above victimhood, suffering and inhumane experiences of history, in order to pave new understandings and practices. This journey is only beginning for the authors here, therefore this is an invitation to engage in this complicated pathway to social justice with a commitment to unlearn those practices that don’t serve us fully in the affirmation of human dignity for all. As outlined above, this special section draws from different educational backgrounds and personal
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