Do we practice (or teach) what we preach? Developing a more inclusive learning environment to better prepare social work students for practice through improving the explorationof their different ethnicities within teaching, learning and assessment opportunities. Issue 5 (4th July 2019)

• Record Type: Journal Article
• Authors: Hollinrake, Sue; Hunt, Garfield; Dix, Heidi; Wagner, Anja
• Is Part Of: Social work education. Volume 38:Issue 5(2019)
• Page Start: 582
• Page End: 603
• Publication Date: 2019-07-04
• Subjects: And phrases: anti-racist practice -- cultural diversity -- social justice -- student voice -- good practice in social work education; Social work education -- Great Britain -- Periodicals; Social workers -- Great Britain -- Periodicals; 361.0071141
• DOI: 10.1080/02615479.2019.1593355
• Languages: English
• ISSNs: 0261-5479

Abstract

ABSTRACT: Teaching experience at the University of Suffolk noted anecdotally that Black Asian and Minority Ethnic (BAME) students avoid discussing their identity, cultural heritage, norms and values, in lectures, tutor groups and in assignments. To improve the integration of different cultural perspectives into the social work curriculum, we devised a small-scale qualitative research project Spring, 2017, to explore students' views of teaching, learning and assessment about cultural norms and differences, seeking the views of both BAME students and white students on the programme in order to compare and contrast their experiences. Focus groups were used to gather the views of BAME and white students about the opportunities and barriers to discussing identity, culture, and anti-racism. The findings raised significant issues, specifically about the barriers for both BAME and white students to considering cultural differences. Student perspectives suggest more sensitive approaches to considering cultural differences; more responsibility for white lecturers to explore white privilege and its impact; and more safe spaces to manage emotional responses to oppression to enable exchange of experience and learning about different cultural norms and values. The article analyses the findings, discussing ways forward to improve the student experience and promote good practice in teaching and learning.