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The blurring of the boundaries and interconnectedness between learning and work are features worth exploring in the contemporary supervision landscape. Grounded on transition-experiential learning theories, the study analysed a social service organisation as a context for learning and examined how this context facilitated or inhibited supervision learning experiences for first-time supervisors. It draws on the qualitative findings of thirteen in-depth interviews whose data were analysed using the thematic analysis. This study found that the transitioning of first-time supervisors into the new role took place through their active participation in an organisational context. It concludes with the notion that workplace learning is a context-specific and interactive process. The social service organisation, with its unique features, serves the purpose of providing an environment for learning, with first-time supervisors afforded the opportunity to learn within the context and through interaction with other role-players. In summary, the study recommends a need for fostering of communities of practice, designing and management of workplace learning programmes, and ensuring the creation of sustainable and healthy workplaces. Keywords: social service organisation, organisational context, supervision practice, workplace learning, social service professions

Radical and critical social work has existed since the start of the profession. Still, the history of social work education in South Africa does not put prominence on black women social workers like Ellen Kuzwayo and Winnie Madikizela-Mandela, among others. Remarkably, these women also participated in the national women's protest against the pass laws in 1956 by the apartheid government. The authors espouse radical perspectives, such as feminist, human rights and social justice frameworks, embedded in an Afro-sensed approach. Expressly, the authors argue that, in its very nature, social work is protest, which can be used to restore ravaged history, as well as to influence the teaching and practice of social work.

Issues Around Aligning Theory, Research and Practice in Social Work Education provides a reflection on social work education with a slant towards an Afrocentric approach, aiming to facilitate strong reflective thinking and to address local realities about social work education on the African continent as well as in broader global contexts. This volume focuses on issues around aligning theory, research and practice in social work education.

A significant contribution is made here to the scholarly understanding of opportunities to sustain the academic discourse on social work education. Social work as a profession and a social science discipline is dynamic, and it ought to meet the challenges of the realities of the societies in which it serves, given the history of the changing society of South Africa from apartheid to democracy. Over the years, social work education and training has undergone tremendous curricular changes with the enactment of the White Paper for Social Welfare and the national review, respectively, by the South African Council for Social Services Professions (SACSSP) and the Council on Higher Education (CHE) for the re-accreditation of all Bachelor of Social Work (BSW) programmes in South Africa fulfilling the prescripts of the Higher Education Act (No. 101 of 1997, as amended) and Social Service Professions Act (No. 110 of 1978). It is worth mentioning that the curricular changes will also continue with the current reviewing of Social Service Professions Act (No. 110 of 1978), as amended, which is underway in South Africa.

This book is really ground-breaking! The Afrocentric perspective on social work practice contributes to the current discourse on decolonisation of social work teaching and practice. From a methodological perspective, the book is premised on multi-, inter- and trans-disciplining in social sciences. It covers aspects of social work education and practice through research (narrative, qualitative, African methodology, secondary data analysis, etc.), engendering values and ethics, report writing, supervision in fieldwork as well as exchange programmes and international service-learning, addressing a number of concepts such as cultural competency, cultural awareness and sensitivity are addressed.