Abstract
The indigenization of social work education involves the development of culturally relevant educational programs, which, along with universal theories, approaches and methods, are based on indigenous (local) knowledge. This study aimed to explore international experiences of indigenization. A systematic selection of articles indexed in the Scopus database was carried out using defined search strategies and inclusion, exclusion criteria. Based on a dataset (N = 130), a scientometric analysis was carried out to identify the main trends. A detailed analysis was also performed on a subset of empirical studies (N = 14) to examine methods, barriers and risks within this process. The following key themes were identified: the relationship between global and local in education; the lack of literature and the accumulation of indigenous knowledge, including from related fields; support in acquiring indigenous knowledge in practice; the study of cultural tension and conflict of values; the use of alternative educational approaches. The focus of indigenization in education varies depending on each country’s historical and contextual background; however, a common criterion is cultural relevance, which prepares students to work effectively in real-life settings. Both global and local should be represented and integrated within curricula, while the indigenous should be "visible" and clearly articulated. Indigenization entails risks of reinforcing cultural practices that promote stigmatization, discrimination, and oppression; therefore, the inclusion of critical theories and the development of students' critical reflection are essential components.