‘We didn’t learn enough about racism and anti-racist practice’: newly qualified social workers’ challenge in wrestling racism

Cane, Tam; Tedam, Prospera

doi:10.1080/02615479.2022.2063271

Cited by 17 publications

(8 citation statements)

References 31 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Using the same methods and methodological approaches reported in Cane and Tedam (2022), we employed a qualitative paradigm through the use of round-table discussions and semi-structured questions. There were ten questions, and the roundtable discussions lasted for approximately 60 minutes, with an extra 30 minutes utilised for delivering the 4D2P Framework (Discuss, Discover, Decide, Disrupt, Power, Privilege) (Tedam, 2021) for participants to reflect upon.…”

Section: Methodsmentioning

confidence: 99%

“…Round-table discussions involved a heterogeneous cohort of three to ten participants. Mixing participants enabled newly qualified social workers from different pre-registration programmes, with varying practice experience across various social work settings, to share their views about anti-racism teaching on pre-registration programmes and experiences (Cane and Tedam, 2022).…”

Section: Recruitmentmentioning

confidence: 99%

“…In total, our study involved 67 participants; consequently, caution must be applied, as the findings may not be generalisable to the wider population of newly qualified social workers and ASYE candidates. However, participants who took part selfselected, as they felt passionate about anti-racism and had the desire to contribute meaningfully to research around racism and others affected directly or indirectly by the lack of adequate teaching around racism, thus making these narratives valid and powerful (Cane and Tedam, 2022).…”

Section: Limitations Of the Studymentioning

confidence: 99%

“…The authors were concerned about the impact of the lack of anti-racism knowledge and skills on interventions with Black and racially minoritised individuals and families, and wanted to learn about this at first hand. The decision to interview newly qualified social workers and those undertaking their assessed and supported year in employment (ASYE) programmes was therefore necessary to understand the extent to which the most recent social work curricula addresses race, racism and anti-racism within their programmes (Cane and Tedam, 2022).…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

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

Tedam

Cane

2022

Critical and Radical Social Work

Self Cite

View full text Add to dashboard Cite

The events of 2020, notably, the murder of George Floyd and the global COVID-19 pandemic, brought issues of race and racism into sharp focus in social work education, research and practice. In the UK, the Black Lives Matter movement contributed to raising awareness of the existence and effects of racism, and the need for anti-racist practice in all areas of social work; yet, surprisingly, some social workers alleged to have first heard the term ‘anti-racist practice’ after the murder of George Floyd, while others claimed a basic understanding of what it meant in practice. This article reports the findings from a qualitative study with 67 social workers about their preparedness for anti-racist practice with service users at the point of qualification and after their assessed and supported year in employment. A proposal for race intentionality as opposed to race evasiveness is made.

show abstract

Section: Methodsmentioning

confidence: 99%

Section: Recruitmentmentioning

confidence: 99%

Section: Limitations Of the Studymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

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

Tedam

Cane

2022

Critical and Radical Social Work

Self Cite

View full text Add to dashboard Cite

show abstract

“…Social work degree courses should prepare future social workers to work with minoritised ethnic groups in an anti-racist way. However, a recent study by Cane and Tedam (2022) found that social work students and newly qualified social workers often complete their training ill-equipped to deal with matters of race and racism. For de-biasing education to be meaningful (on training courses and in practice), it should incorporate neurobiological and psychological frameworks that help individuals to appreciate relevance, the root of bias, what may restrict people from taking alternative perspectives, and how to overcome bias and achieve the best outcomes (Sukhera and Watling, 2018).…”

Section: The Brac2ed Modelmentioning

confidence: 99%

BRAC²eD model: An approach to de-bias decision-making in adoption assessments with prospective adopters from minoritised ethnic groups

Cane

2023

Adoption & Fostering

View full text Add to dashboard Cite

Cultural misunderstandings, systemic barriers, restrictive policies, inconsistent and subjective views around standards and requirements have prevented families from minoritised ethnic backgrounds from successfully adopting. Such barriers have led to a reluctance to adopt and a lack of trust in the adoption system. In this article, the author argues that these barriers arise from cognitive bias which affects decision-making in adoption. The BRAC2eD model for de-biasing is introduced to support adoption assessments of individuals and families from minoritised ethnic groups. It recognises that the process of assessing prospective adopters is complex and offers strategies to de-bias. In this model, social workers are encouraged to acknowledge the existence of bias, engage in de-biasing nudges, internal conversations and reflexive processes that support challenging bias, utilise cognitive resources towards de-biasing, and change and determine proportionate decisions. The contention for appropriate language around Black, Asian, Mixed ethnic and Other minoritised groups is acknowledged. The author uses ‘minoritised ethnic groups’ as a preferred term based on her own identity, however she appreciates that those referred to may have their own preferred terms. With that in mind, social workers must understand cultural and sub-cultural differences and preferences without homogenising the people they work with.

show abstract

The post-racial myth: rethinking Chinese university students’ experiences and perceptions of racialised microaggressions in the UK

Yu,

Rai,

Lim

et al. 2023

High Educ

View full text Add to dashboard Cite

As the world recovers from the pandemic and anti-Asian hate crimes have been gradually disappearing from the headlines, this article offers a timely reflection on Chinese international students’ experiences and perceptions of racialised microaggressions during the pandemic, and, more importantly, takes the discussion further by deconstructing and challenging the underlying post-racial discourse. Based on 54 interviews with Chinese students from 13 universities across the UK, this article examines four phrases used by Chinese international students in making sense of their racialised experiences, in terms of the denial of racism (‘it is not racism’), the justification of racism (‘it is normal’), taking the blame of racism (‘it is my fault’) and in some rare cases, their reflections on anti-Asian racism in the so-called post-racial universities in the UK (‘we are invisible’). It argues that such expressions are induced by and reflects neo-racism, neo-orientalism and everyday racism embedded within the wider post-racial discourse in the UK, which affirms the relevance of anti-Asian racism in the post-pandemic era rather than negates it. We thus make recommendations to UK universities to better support international students and combat anti-Asian particularly anti-Chinese racism.

show abstract

‘We didn’t learn enough about racism and anti-racist practice’: newly qualified social workers’ challenge in wrestling racism

Cited by 17 publications

References 31 publications

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

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

BRAC²eD model: An approach to de-bias decision-making in adoption assessments with prospective adopters from minoritised ethnic groups

The post-racial myth: rethinking Chinese university students’ experiences and perceptions of racialised microaggressions in the UK

Contact Info

Product

Resources

About

‘We didn’t learn enough about racism and anti-racist practice’: newly qualified social workers’ challenge in wrestling racism

Cited by 17 publications

References 31 publications

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

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

BRAC2eD model: An approach to de-bias decision-making in adoption assessments with prospective adopters from minoritised ethnic groups

The post-racial myth: rethinking Chinese university students’ experiences and perceptions of racialised microaggressions in the UK

Contact Info

Product

Resources

About

BRAC²eD model: An approach to de-bias decision-making in adoption assessments with prospective adopters from minoritised ethnic groups