Cross-cultural student assessment: Issues facing white teachers and black students

Brummer, Nadine

doi:10.1080/02615478811220021

Cited by 13 publications

(5 citation statements)

References 7 publications

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“…This also supports the analysis put forward here, that personal experience -provided by Black practice teachers -whilst not providing a greater theoretical knowledge of racism, does provide a platform with which to develop effective anti-racist learning outcomes (Brummer 1988, Channer and Stokes 1996, Singh 2001.…”

Section: The Quotation Is Representative Because Eight Out Of Ten Blacksupporting

confidence: 62%

“…When discussing the centrality of BME workers' ethnicity, it was apparent that the identity of the practice teachers and students influenced the quality of the learning experience in the placement setting. understanding of racism is beneficial to social work and students (BPQSW 1991, Brummer 1988, de Souza 1991.…”

Section: Black Practice Teachers Students and Anti-racism -The Findingsmentioning

confidence: 99%

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Racism, anti‐racist practice and social work: articulating the teaching and learning experiences of Black social workers

Wainwright

2009

Race Ethnicity and Education

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Section: The Quotation Is Representative Because Eight Out Of Ten Blacksupporting

confidence: 62%

Section: Black Practice Teachers Students and Anti-racism -The Findingsmentioning

confidence: 99%

Racism, anti‐racist practice and social work: articulating the teaching and learning experiences of Black social workers

Wainwright

2009

Race Ethnicity and Education

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“…The argument against competency models is that they reduce complex professional skills, knowledge, decision-making, tasks and processes into simplistic units of distinct activity and encourage a tick-box approach to the task of assessment (Eraut, 1994;Owens, 1995;O'Hagan, 1996;Parrott, 1999;Finch, 2010). For some authors this raises a concern that such models are also far removed from concepts such as antidiscriminatory and anti-oppressive practice (Jayaratne et al, 1992;Kemshall, 1993;Conn, 1993;Brummer, 1998;Phillips, 1998;Burgess et al, 1998b). Carpenter et al (2013) found support for an evolutionary model of professional development where three cohorts of NQSWs within a Children and Families team in England (N=2019) self-reported that confidence increased over the first year as expertise developed.…”

Section: Social Work Education Under the Spotlightmentioning

confidence: 99%

Social work students’ perceptions of their readiness for practice and to practise

Joubert

2020

Social Work Education

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This study explores how social work students perceive they become ready for the workplace during their three-year undergraduate course at two Higher Education Institutions sites in England. The work provides a contribution in that to date little is known from the perspective of students themselves, about how they perceive they become ready for the workplace.This study used an integrated mixed methods methodology. Data was gathered from a combination of pre-and post-test questionnaires (N=74 participants) and eight semi-structured interviews including the use of pictorial images and drawings.Five themes were generated from the semi-structured interviews are: (i) becoming ready and resilient; (ii) feeling shut out; (iii) navigating my placement; (iv) trying to fit things together and (v) having what it takes. Participants described their becoming ready for practice as a developmental journey in which they become more resilient, confident and reflective. The findings suggest satisfaction with the social work course although for some they perceived themselves less prepared for most statutory social work positions.The findings from this study can be used to inform and enhance a creative curriculum to support student confidence and competence by facilitating a supported learning environment offered by practice educators prior to graduation.

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“…Previously, it has been suggested that social work educators are anxious about failing students, especially black students, due to fears of allegations of racism. (Brummer, 1988) A curiosity about what the cause of this might be, led the authors to conduct a focus group within their own establishment. The University of Northampton welcomes international students and values the richness and diversity brought to the academic community.…”

Section: Introductionmentioning

confidence: 99%

Practice learning

Bartoli¹,

Kennedy²,

Tedam³

2012

JPTS

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The nature of social work as a profession and the increasing demand for social workers to reflect the ethnic and cultural communities which they serve, means that social work programmes should seek to recruit and train students from many different backgrounds and ethnicities.This article will draw upon a wider evaluation, undertaken by three academics, all teaching on undergraduate and post qualifying modules on Social Work programmes. The broad aim of the evaluation was to develop an understanding of the Black African student perspective on their life experiences and its impact on their learning whilst studying social work. The particular focus will be on students’ experience of practice learning.

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Cross-cultural student assessment: Issues facing white teachers and black students

Cited by 13 publications

References 7 publications

Racism, anti‐racist practice and social work: articulating the teaching and learning experiences of Black social workers

Racism, anti‐racist practice and social work: articulating the teaching and learning experiences of Black social workers

Social work students’ perceptions of their readiness for practice and to practise

Practice learning

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