Anti-racism and equity-mindedness in social work field education: a systematic review

“We started talking about race and racism after George Floyd”: insights from research into practitioner preparedness for anti-racist social work practice in England

“…Cane (2021) recommends disrupting racism in the classroom first, offering students space to learn from each other, reflect and start developing confidence to talk about race and racism. Beasley et al (2021) remind us that the impact of the COVID-19 pandemic and ever-increasing anti-Black and anti-Asian racism requires social work programmes to undertake a critical introspection of its taught and practice curricula. They examine the importance of achieving 'equity-mindedness' (Beasley et al, 2021: 2), which they say occurs when a person 'becomes aware of racial identity, uses disaggregated data to identify inequitable racial and ethnic outcomes, reflects on racial and ethnic consequences of practices, exercises agency to produce racial and ethnic equity, views the classroom as a racialised space and self-monitors interactions with students of colour' Writing from a Canadian perspective, Jeffery (2005) suggests that incorporating race and anti-racism in social work educational policy has been contentious, leading to resistance by students, educators, social workers and policymakers.…”