Addressing the ground of anti-Black racism social work in Canada: Afrocentric education and the United Nations International Decades for People of African Descent

Dominant epistemologies, methodologies, and ontologies within education and Social Work remain deeply Eurocentric and often fail to account for the lived realities of Black communities. These gaps contribute to negligence, discriminatory practice, and harmful outcomes. This study draws on African/Black Studies and Social Work to investigate the presence, engagement, and utilization of Afrocentric perspectives across Canada during the first United Nations Decade for People of African Descent. We explore how Afrocentricity informs Social Work pedagogy and practice, particularly in relation to equity and anti-Black racism. Using interviews with Black scholars and practitioners in three provinces, the analysis highlights how Afrocentric frameworks shape teaching, identity formation, community engagement, and advocacy. Findings show that Afrocentric curriculum and pedagogy offer essential pathways for advancing equity, strengthening anti-Black racism initiatives, and expanding more justice-oriented approaches in education and the social sciences. This study underscores the need for institutional commitment to Afrocentric knowledge, community-led initiatives, and systemic transformation in the upcoming Second Decade.

Publication Information

Ouedraogo, S. V., Massaquoi, N., King, R. U., Nyaga, D., Duhaney, P., Ikeorji, C., Urindwanayo, D., Moallim, N., & Osadjere, P. (2025). Addressing the ground of anti-black racism social work in Canada: Afrocentric education and the United Nations International Decades for People of African Descent. Educational Research and Development, 1(2), 61-77. https://doi.org/10.65343/erd.v1i2.57