This paper makes use a Foucauldian theoretical framework, referring to Foucault’s (1977a) concepts of ‘disciplinary practices’ and ‘subjugated knowledges’ to examine the changes made to a social work curriculum on Child and Family Care at the University of the Western Cape, an historically disadvantaged higher education institution in Cape Town, South Africa.

Keywords: students’ subjugated knowledges, social work curriculum, disciplinary practices