1.
Kheyali Roy
– Assistant Professor, Department of Social Work, Faculty of Humanities and Social Sciences, Assam Don Bosco University, Guwahati, Assam, India.
2.
Shaurya Prakash
– Assistant Professor, Programme of Social Work, Faculty of Humanities and Social Sciences, Assam Down Town University, Guwahati, Assam, India.
3.
T. Luithuiwung Awungshi
– Assistant Professor, Programme of Social Work, Faculty of Humanities and Social Sciences, Assam Down Town University, Guwahati, Assam, India.
Abstract
The National Education Policy (NEP) 2020, with a thrust on incorporating Indigenous Knowledge Systems (IKS), is a paradigm shift in India’s education system. This paper discusses social work practice and education in India, the NEP 2020, and IKS. This paper critically examines the benefits of implementing IKS in three ways: increasing community involvement, strengthening culturally responsive social work practice, and enhancing social work interventions. The paper discusses the opportunities and challenges social work practitioners and educators face in incorporating traditional healing practices, indigenous wisdom, and local knowledge systems into social work practice and education in the 21st century. Based on the results, the study finds that transforming the curriculum, capacity-building for teaching staff, community involvement, and a decolonial approach to learning within the social work field are needed to effectively integrate IKS. This paper proposes that incorporating IKS can help create a more ethical, effective, and culturally responsive social work practice, honour India’s cultural heritage, and support current social issues.
Keywords Decolonising Social Work, Indigenous Knowledge Systems, Social Work Education, Cultural Competence, National Education Policy 2020, Community Practice
