Attempting to disrupt racial division in social work classrooms through small-group activities

Abstract

Abstract
 The notion of racial difference and racial segregation has continued to be problematic in higher education studies. Students belonging to Ethnic Minority groups often feel segregated even in courses and classrooms that promote anti-discriminatory and anti-racist practices. This paper presents a study that investigated seventy-five students from the BA and MA student cohorts within a London-based university. Students were encouraged to integrate and interrogate matters of race and belonging during a seminar on protected characteristics designed to disrupt racial division. Qualitative surveys were conducted to understand participants' views about racial disruption and experiences after the activities. Findings revealed ongoing segregation after the activity in and out of the classroom, fear of approaching racialised spaces, the need for additional brave reflective spaces that disrupt racial segregation and foster better understanding about race. The paper concludes by stressing the significance and value of racially disruptive teaching activities and racial assimilation in social work programmes as a means of tackling racial bias, segregation and decolonisation.

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

“…These tools relate to knowledge and skills that can be taught using various teaching and learning strategies. 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.…”

“…With little by way of elaboration, we can only surmise that the connect between being the only minority ethnic person and experiencing segregation, lack of support and no teaching on anti-racism may be linked to the decision to drop out. Cane (2021) recommends the importance of disrupting racial division in social work classrooms in order to promote positive learning and teaching environments for minority ethnic students feeling segregated in social work education.…”

“…For deep learning about race, racism and anti-racism to occur within the classroom, it is crucial that students are respectful of each other's presence and create a conducive learning environment. Cane (2021) examined the racial segregation that can exist within social work classrooms and offers some suggestions about how this might be addressed. Singh (2019) examined the link between university teaching on race and racism, and the outcomes for students who have engaged with such training on social work programmes.…”

The emotional labour of decolonising social work curricula

“…Decolonising the curriculum is not necessarily about creating a more level playing field for Black students, it is about creating an environment which disrupts racial and other divisions, creating a higher level of consciousness for all students (Cane, 2021). This cannot be achieved without disrupting racial and other divisions between educators.…”