Evidencing anti-racism in student assignments: where has all the racism gone?

    Research output: Contribution to journalArticle

    9 Citations (Scopus)

    Abstract

    Ensuring practitioners are equipped to recognize and deal with racism would appear to be a primary concern for social work. Yet the way practitioners develop and/or consolidate their understanding of racism and anti-racist practice is unclear. This study aimed to explore how students demonstrate anti-racist thinking in assignments at one key phase of the learning process. The findings suggest considerable variance in terms of students' ability to demonstrate antiracist thinking in written assignments. While there are likely to be diverse opinions as to how the new honours degree in social work is taught and assessed, some valuable opportunities may be missed without a greater consideration of anti-racist practice. This article suggests there is a need to link a framework of inequality to teaching approaches that encourage critical thinking if students are to engage with anti-racism in a meaningful way.
    LanguageEnglish
    Pages277-295
    Number of pages19
    JournalQualitative Social Work
    Volume3
    Issue number3
    DOIs
    Publication statusPublished - 2004

    Fingerprint

    anti-racism
    Racism
    racism
    Students
    Social Work
    social work
    Aptitude
    student
    honor
    learning process
    Teaching
    Learning
    ability
    Thinking

    Keywords

    • anti-racism
    • racism
    • students
    • social care

    Cite this

    @article{2f76bf98bbbb457ba293b35b92633146,
    title = "Evidencing anti-racism in student assignments: where has all the racism gone?",
    abstract = "Ensuring practitioners are equipped to recognize and deal with racism would appear to be a primary concern for social work. Yet the way practitioners develop and/or consolidate their understanding of racism and anti-racist practice is unclear. This study aimed to explore how students demonstrate anti-racist thinking in assignments at one key phase of the learning process. The findings suggest considerable variance in terms of students' ability to demonstrate antiracist thinking in written assignments. While there are likely to be diverse opinions as to how the new honours degree in social work is taught and assessed, some valuable opportunities may be missed without a greater consideration of anti-racist practice. This article suggests there is a need to link a framework of inequality to teaching approaches that encourage critical thinking if students are to engage with anti-racism in a meaningful way.",
    keywords = "anti-racism , racism, students, social care",
    author = "G. Heron",
    year = "2004",
    doi = "10.1177/1473325004045666",
    language = "English",
    volume = "3",
    pages = "277--295",
    journal = "Qualitative Social Work",
    issn = "1473-3250",
    number = "3",

    }

    Evidencing anti-racism in student assignments: where has all the racism gone? / Heron, G.

    In: Qualitative Social Work, Vol. 3, No. 3, 2004, p. 277-295.

    Research output: Contribution to journalArticle

    TY - JOUR

    T1 - Evidencing anti-racism in student assignments: where has all the racism gone?

    AU - Heron, G.

    PY - 2004

    Y1 - 2004

    N2 - Ensuring practitioners are equipped to recognize and deal with racism would appear to be a primary concern for social work. Yet the way practitioners develop and/or consolidate their understanding of racism and anti-racist practice is unclear. This study aimed to explore how students demonstrate anti-racist thinking in assignments at one key phase of the learning process. The findings suggest considerable variance in terms of students' ability to demonstrate antiracist thinking in written assignments. While there are likely to be diverse opinions as to how the new honours degree in social work is taught and assessed, some valuable opportunities may be missed without a greater consideration of anti-racist practice. This article suggests there is a need to link a framework of inequality to teaching approaches that encourage critical thinking if students are to engage with anti-racism in a meaningful way.

    AB - Ensuring practitioners are equipped to recognize and deal with racism would appear to be a primary concern for social work. Yet the way practitioners develop and/or consolidate their understanding of racism and anti-racist practice is unclear. This study aimed to explore how students demonstrate anti-racist thinking in assignments at one key phase of the learning process. The findings suggest considerable variance in terms of students' ability to demonstrate antiracist thinking in written assignments. While there are likely to be diverse opinions as to how the new honours degree in social work is taught and assessed, some valuable opportunities may be missed without a greater consideration of anti-racist practice. This article suggests there is a need to link a framework of inequality to teaching approaches that encourage critical thinking if students are to engage with anti-racism in a meaningful way.

    KW - anti-racism

    KW - racism

    KW - students

    KW - social care

    U2 - 10.1177/1473325004045666

    DO - 10.1177/1473325004045666

    M3 - Article

    VL - 3

    SP - 277

    EP - 295

    JO - Qualitative Social Work

    T2 - Qualitative Social Work

    JF - Qualitative Social Work

    SN - 1473-3250

    IS - 3

    ER -