Black Minority Ethnic Students Navigating their Way from Access Courses to Social Work Programmes: Key Considerations for the Selection of Students

Dillon, Jean

doi:10.1093/bjsw/bcr026

Cited by 22 publications

(11 citation statements)

References 15 publications

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“…There are ongoing debates about the precise nature of the relationship between 'academic' qualifications and their value and relevance to professional practice in a range of professions (see also Cinebell and Cinebell 2008;Whyte et al 2000). An emphasis on academic level as a lever to improve professional standards (Dillon 2011) raises questions about the explicit value of learning in the academic context to practice in the professional context. In our research we were interested in exploring in particular the nature of the link between academic learning and professional practice with regard to writing.…”

Section: Introductionmentioning

confidence: 99%

‘Getting it Write’ in social work: exploring the value of writing in academia to writing for professional practice

Rai

Lillis

2013

Teaching in Higher Education

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Writing plays a central role in social work practice and in the qualifying programmes studied by student social workers. The research on which this paper is based explores the value of writing undertaken in higher education to writing for professional practice in social work. Drawing on data sources from a 'text oriented ethnography', this paper explores the reflections of five recently qualified social workers making the transition from academic to professional practice. The significance of this study is heightened as social work practice and education are undergoing significant review at the time of writing. This review has identified the role of writing as important in both academic and practice domains. The paper suggests that there is currently no clear progressive link between academic writing in social work and the writing in practice required of graduate social workers. This paper offers some reflections on the implicit and explicit value of writing in an academic context to writing in professional practice.

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Section: Introductionmentioning

confidence: 99%

‘Getting it Write’ in social work: exploring the value of writing in academia to writing for professional practice

Rai

Lillis

2013

Teaching in Higher Education

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“…The transition to higher education is now rightfully receiving a greater profile, for students in general (Brown, 2016) but also specifically for minority studentswhether this social intersection is based on race, ethnicity, gender, disability or sexuality (Dillon, 2011;Lehman, 2013). Baxter and Britton (2001) refer to 'habitus dislocation'the dissonance between the lifestyle and experience that has been left behind and the cultural milieu of an HEI.…”

Section: Managing the Transition To Hementioning

confidence: 99%

Transformative Life Writingtm: A Framework for Embedding Student Soft Skills? Reflections on the Highs and Lows of Delivering a Transformative Curriculum

Akhtar

2018

pijss

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The objectives of this reflective paper are twofold. Firstly it considers the increasing marketization of UK HE and the subsequent need to embed student soft skills explicitly within curricula. Secondly, it introduces Transformative Life Writing TM (TLW) (a framework of transformative learning) and considers its usefulness as a medium of developing student soft skills. The author uses an auto-ethnographic approach to reflect on her experiences, of delivering a transformative curriculum by using TLWa system that can facilitate profound personal and professional development through specific life writing tools. The rewards and challenges of using this approach are discussed, including the educator's use of self and other strategies to create a safe environment in which students maximise their engagement, own and explore their emotional intelligence. It is argued that Transformative Life Writing can be an effective tool in increasing student awareness of their soft skills, and in increasing their confidence and self-esteem. This is especially so for vulnerable students, or those who consider themselves as having difficulties

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“…With growing globalisation, increasing migration and an increase in black students enrolment on Social Work Programmes in England (GSCC, 2007; it is becoming increasingly important to ensure that the learning needs of this growing group are met and that the over-reliance on Eurocentric models of teaching and learning is rectifi ed. To evidence this point further, a study of BME students' transitions from Access courses to social work training in Higher Education in England by Dillon (2011) identifi ed black African students as the largest BME group, refl ecting the GSCC's own research fi ndings in 2007 and 2009.…”

Section: Background and Justifi Cationmentioning

confidence: 99%

The MANDELA model of practice learning

Tedam¹

2010

The Journal of Practice Teaching and Learning

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This article introduces the MANDELA model as a new and innovative tool for effectively engaging social work students of black African heritage studying on social work qualifying programmes across England and Wales. The article explores in depth this proposed model drawing upon initial feedback from two critical friends-a white male practice educator and a black African female third year social work student. The potential challenges and strengths of this model are examined, as well as guidance on its use and application within the practice learning environment. The MANDELA model draws upon existing strategies and adds a distinct and unique African flavour, whilst not losing its pedagogic relevance for lecturers, practice educators and students.

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Black Minority Ethnic Students Navigating their Way from Access Courses to Social Work Programmes: Key Considerations for the Selection of Students

Abstract: Dillon, Jean (2011) Black minority ethnic students navigating their way from access courses to social work programmes: key considerations for the selection of students.

Cited by 22 publications

References 15 publications

‘Getting it Write’ in social work: exploring the value of writing in academia to writing for professional practice

‘Getting it Write’ in social work: exploring the value of writing in academia to writing for professional practice

Transformative Life Writingtm: A Framework for Embedding Student Soft Skills? Reflections on the Highs and Lows of Delivering a Transformative Curriculum

The MANDELA model of practice learning

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