Relational Learning and Teaching with BME Students in Social Work Education

Abstract

Given the imperative to redress the education inequalities between Black, Asian and Minority Ethnic (BAME) and White students, this contribution explores advances and challenges from within Social Work education (SWE) in relation to the experiences of Black social work students. Drawing on critical race theories and the concept of racial battle fatigue, it explores the impacts of race and racism on students’ academic experience and wellbeing. It proposes the significance of relational wellbeing which has been a constant strand within Social Work education and comprises a valuable approach to the decolonisation process within higher education (HE). Linking this to critical pedagogy, it highlights the role of staff to build safety, confidence and trust to support students to overcome prior education experiences of under-attainment, disadvantage and social marginalisation. Despite the pervasiveness of managerialism within HE, which compromises the teacher-student relationship and emphasises measured changes in student ‘outcomes’, Social Work educators are invited to nurture safe and transformational learning environments.

‘… They're talking to you as if they're kind of dumbing it down’: A thematic analysis of Black students' perceived reasons for the university awarding gap

“…Such alienation from support services, and subsequent use of ‘coping alone’ strategies, has previously been identified (Stuart et al., 2011). However, studies also show that White tutors who are supportive, empathetic and caring can help in fostering positive outcomes for minoritized ethnic students (e.g., Dillon & Pritchard, 2022).…”

“…As previously stated, Psychology students have highlighted their concerns that the curriculum is often comprised of 'White ideas' by 'White authors', suggesting the superiority of White Eurocentric perspectives (Dillon & Pritchard, 2022). Using a subject-specific approach allowed us to explore the complex intersection of factors that influence Black students' university experiences within programmes and avoid the one-size-fits-all approach.…”

“…Qualitative studies of the experience of minoritized ethnic students commonly identify a sense of ‘unbelonging’ at university (Bunce et al., 2019; Greaves et al., 2021; Osbourne et al., 2021). This unbelonging is often underscored by inadequate minoritized ethnic representation in both the staff and student body (Bernard et al., 2014; Dillon & Pritchard, 2022). Moreover, the lack of minoritized ethnic representation at university has led to the inception of student movements, such as ‘Why isn't my Professor Black?’ (UCL, 2014) and ‘Why is my Professor still not Black’ (Times Higher Education, 2016).…”

“…As Black and other minoritized ethnic students are viewed as not ‘belonging’ in academic environments, they are subject to racial microaggressions both from staff and other students (Dillon & Pritchard, 2022; Greaves et al., 2021; Unite, 2022). Racial microaggressions are ‘everyday racial slights and degradations that racially minoritized people experience’ (Joseph‐Salisbury, 2019).…”

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

“…This will enable positive learning spaces for students from a range of backgrounds. This recommendation should be taken even more seriously by fast-track master's programmes, which have been found to be less diverse, recruiting more from white, younger and higher socio-economic backgrounds than traditional social work master's programmes (Dillon and Pritchard, 2022).…”