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To an increasing extent, scholars of social work have called for social work education and practice to be more responsive to local norms, customs and needs. Commonly referred to as indigenization, these scholars argue that social work curricula should incorporate practices, theories and understandings that are developed locally, eschewing the 'professional imperialism' that have come to dominate the discipline. This is also the case at universities in East Africa. Over the last decades, research emerging from local knowledge has developed substantially in the region. In this article we ask to what extent this is reflected in the social work curricula at three universities in Rwanda, Tanzania and Uganda, including a Norwegian comparative case. The article relies on a review of the curricula, addressing the characteristics of the teaching materials, the nationality and gender of the authors of the teaching materials, and the local relevance of the teaching materials, questioning whether they build on empirical data from a local or African context and to what extent they address issues of local or regional relevance. Our findings reveal that the presence of national or African authors and publications with a local empirical content is still marginal at the three East African universities. [ABSTRACT FROM AUTHOR]