Fagutvikling i barnevernstjenesten
In: Tidsskriftet Norges barnevern, Band 90, Heft 1, S. 2-3
ISSN: 1891-1838
15 Ergebnisse
Sortierung:
In: Tidsskriftet Norges barnevern, Band 90, Heft 1, S. 2-3
ISSN: 1891-1838
In: Tidsskriftet Norges barnevern, Band 89, Heft 4, S. 218-219
ISSN: 1891-1838
In: Tidsskriftet Norges barnevern, Band 89, Heft 3, S. 114-115
ISSN: 1891-1838
In: Tidsskriftet Norges barnevern, Band 89, Heft 1-2, S. 2-3
ISSN: 1891-1838
In: Tidsskriftet Norges barnevern, Band 88, Heft 4, S. 186-187
ISSN: 1891-1838
In: Tidsskriftet Norges barnevern, Band 88, Heft 3, S. 114-115
ISSN: 1891-1838
In: Tidsskriftet Norges barnevern, Band 88, Heft 2, S. 58-59
ISSN: 1891-1838
In: Tidsskriftet Norges barnevern, Band 88, Heft 1, S. 2-3
ISSN: 1891-1838
In: Tidsskriftet Norges barnevern, Band 87, Heft 4, S. 210-211
ISSN: 1891-1838
In: Tidsskriftet Norges barnevern, Band 87, Heft 3, S. 138-139
ISSN: 1891-1838
In: Tidsskriftet Norges barnevern, Band 87, Heft 1, S. 2-3
ISSN: 1891-1838
In: Social work education, Band 39, Heft 3, S. 302-314
ISSN: 1470-1227
In: Tidsskriftet Norges barnevern, Band 93, Heft 3-4, S. 200-212
ISSN: 1891-1838
In: Tidsskriftet Norges barnevern, Band 97, Heft 1, S. 75-77
ISSN: 1891-1838
In: The British journal of social work, Band 53, Heft 1, S. 552-569
ISSN: 1468-263X
Abstract
This article presents findings from a study which explored the everyday ways race works on social work programmes in England. The study focused on how race was spoken about and conceptualised, how people were categorised and ordered according to race and the social interactions where race was understood by participants to be significant. Semi-structured interviews were conducted with eight social work lecturers and nineteen black social work students at two universities in England, to explore the following topics: classroom-based and practice learning, assessment and feedback, interactions between students and between students and educators, and university and practice agency cultures. Data were analysed using thematic analysis and the following themes identified: the routine interpellation of black students and communities in terms of absolute cultural differences, black students' everyday experiences of marginalisation, hostility and othering, and the racialisation of black students in judgements made about their academic and practice performance. The article concludes that social work education must engage more deeply with contemporary theorisations of race and culture, and that social work educators need a reflexive understanding of how notions such as diversity, equality and universal academic standards are put into practice in ways that marginalise and devalue black students.