ADAPTING THE SOCIAL WORK CURRICULUM FOR RELEVANCE IN A SOUTH AFRICAN UNIVERSITY: A COLLABORATIVE AUTOETHNOGRAPHY OF SOCIAL WORK ACADEMICS DURING THE KZN FLOODS

This article adopts collaborative autoethnography in order to critically reflect on the experiences of social work academics who integrated disaster-specific approaches to the social work curriculum of two undergraduate courses in a South African university. This curriculum adaptation was in respons...

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