Abstract
Encouraging students to self-regulate their learning in relation to 'race' issues would appear to be pertinent to a profession that promotes life-long learning and holds values of self-determination and respect for the individual at its core. This study examined the written feedback students received in relation to key assignments in years two and three of a social work degree programme. The findings suggest that feedback is seldom used in a way that might enhance students understanding of 'race' issues. If students are developing an understanding of racism and anti-racist practice, then it does not appear to be a result of the written feedback from tutors and practice teachers. Given the importance of feedback in helping students to self-regulate and develop their learning, it may be useful to adopt a more principled approach.
Original language | English |
---|---|
Pages (from-to) | 376-394 |
Number of pages | 19 |
Journal | British Journal of Social Work |
Volume | 38 |
Issue number | 2 |
Early online date | 8 Nov 2006 |
DOIs | |
Publication status | Published - Feb 2008 |
Keywords
- student feedback
- racism
- learning
- education