21 research outputs found
Racism, anti-racist practice and social work: articulating the teaching and learning experiences of Black social workers
In the mid 1990s a Black practice teacher programme was established in Manchester and Merseyside with the primary aim to increase the number of Black practice teachers in social work organisations, and in turn provide a supportive and encouraging learning environment for Black student social workers whilst on placement. In the north‐west of England research has been undertaken, to establish the quality of the practice teaching and student learning taking place with Black practice teachers and students. This paper is an exploration of the ideas generated within the placement process that particularly focused on the discourse of racism and ant‐racist practice. Black students and practice teachers explain their understanding of racism and anti‐racist practice within social work. From the research, the paper will critique some of the ideas concerning anti‐racism. In particular, it will question whether anti‐racist social work practice needs to be re‐evaluated in the light of a context with new migrants, asylum seekers and refugees. It will concluded, by arguing that whilst the terms anti‐racism, Black and Minority Ethnic have resonance as a form of political strategic essentialism, it is important to develop more positive representations in the future
RECHERCHE D'UNE TECHNIQUE DE TRANSPLANTATION DES ŒUFS CHEZ LA VACHE
International audienc
Integral method improvement for computation of transonic shock wave-turbulent boundary-layer interactions
RECHERCHES EXPÉRIMENTALES SUR LA MATURATION IN VITRO DES OVOCYTES DE VEAU
International audienc
Linear well-posedness of a hybrid inviscid/viscous flow problem with smooth and discontinuous solutions at the interface
The MANDELA model of practice learning
This article introduces the MANDELA model as a new and innovative tool for effectively engaging social work students of black African heritage studying on social work qualifying programmes across England and Wales. The article explores in depth this proposed model drawing upon initial feedback from two critical friends- a white male practice educator and a black African female third year social work student. The potential challenges and strengths of this model are examined, as well as guidance on its use and application within the practice learning environment. The MANDELA model draws upon existing strategies and adds a distinct and unique African flavour, whilst not losing its pedagogic relevance for lecturers, practice educators and students