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    <id>5519</id>
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    <publishedYear>2024</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
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    <pageLast/>
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    <publisherName>Bloomsbury Publishing</publisherName>
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    <title language="eng">Introduction to Decolonial Methodologies in Social Work: Transcending Eurocentrism and Foregrounding Pluriversalism</title>
    <abstract language="eng">Since the publication of Linda Tuhiwai Smith's book (1999), Decolonizing Methodologies: Research and Indigenous Peoples, researchers in various disciplines in social and health sciences have increasingly become aware of the importance of adopting decolonial research methodologies. However, the transnational project of decolonization might be challenging and complex to implement in research projects and teaching formats in Social Work. The chapter contributions in this co-edited volume give insight from a broader geopolitical perspective into how established Eurocentric concepts, perceptions, practices, and paradigms in Social Work have been continuously re-assessed and re-nuanced within the last two decades (Tamburro, 2013; Noyoo, 2020; Kleibl et al., 2020; Castro Varela and Mohamed, 2021; Gray et al., 2023; Harms-Smith and Rasool, 2020). Within the broader project of Western academia, one effect of decolonization is challenging the allegedly objective “scientific knowledge, in view of its rigor and instrumental potential, [as] radically different from other ways of knowing, be they lay, popular, practical, commonsensical, intuitive, or religious” (de Sousa Santos, 2018b: 5). Moreover, decolonial concepts such as “epistemic de-linking” (Mignolo, 2007: 450) and “epistemic disobedience” (Mignolo, 2009: 8) are indispensable in unpacking the colonial roots of epistemic violence and foregrounding ‘Epistemologies of the South’ (de Sousa Santos, 2014) in Social Work research in order to establish “a time of epistemological imagination aimed at refounding the political imagination (…) to strengthen the social struggles against domination” (de Sousa Santos, 2018a: 126-127). The continuous problematization of Eurocentric knowledge production (e.g., methodological nationalism, culturalization, westernization) is therefore important for establishing critical dialogues in Social Work. Most importantly, decolonizing university education (Rodríguez, 2018; Mbembe, 2016; Mignolo, 2013; de Sousa Santos, 2017) in general is the first step in order to disrupt the colonial continuity of knowledge production that “operates as an invisible power matrix that is shaping and sustaining asymmetrical power relations between the Global North and the Global South” (Ndlovu-Gatsheni, 2014: 181). In moving beyond theoretical discussions and reflections, this co-edited volume addresses the essential questions regarding the implementation of decolonial approaches in research methodologies and teaching formats in Social Work. This co-edited volume is therefore an important contribution for critically minded Social Work educators and students who seek to understand the complex structures of the colonial past, the contemporary postcolonial moment as well as to decolonize their teaching, researching, and visions of decolonialized Social Work.</abstract>
    <parentTitle language="eng">Decolonial Methodologies in Social Work: Foregrounding Pluriversalism in Teaching and Research</parentTitle>
    <author>Anna-Lisa Klages</author>
    <author>Tanja Kleibl</author>
    <author>Sara Rodríguez Lugo</author>
    <author>Robel Afeworki Abay</author>
    <collection role="institutes" number="fas">Fakultät Angewandte Sozialwissenschaften</collection>
    <collection role="institutes" number="ifas">Institut für Angewandte Sozialwissenschaften (IFAS)</collection>
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