Search results for ‘Subject term:"social work education"’ Sort:
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Critical issues in the development of a Black Practice Learning Centre
- Author:
- GOLDSTEIN Beverley Prevatt
- Journal article citation:
- Issues in Social Work Education, 15(2), Autumn 1995, pp.51-65.
- Publisher:
- Association of Teachers in Social Work Education
Describes the development of a Black Practice Learning Centre including an initial feasibility study and the subsequent development of an action plan. It traces the development of the centre analysing its progress in the light of inequalities arising from status, racism and funding relationships, and suggests lessons that can be learnt from this, for similar initiatives, by other marginalised groups.
Is our curriculum appropriate to black social workers
- Author:
- GOLDSTEIN Beverley Prevatt
- Journal article citation:
- Issues in Social Work Education, 19(2), Autumn 1999, pp.85-99.
- Publisher:
- Association of Teachers in Social Work Education
This article highlights the failure of social work education to engage with the learning needs of black students and workers. It identifies some of these learning needs from the qualitative and quantitative studies which demonstrate black students' and workers' negative educational and employment experience and constructs a more appropriate curriculum. This approach, which recognises particular needs, with due attention to a common professional remit, may be usefully applied to other marginalised learning groups, such as disabled students, lesbian/gay students.
The role of a black student group
- Author:
- GOLDSTEIN Beverley Prevatt
- Journal article citation:
- Practice: Social Work in Action, 8(4), 1996, pp.15-24.
- Publisher:
- Taylor and Francis
This article looks at the reasons why Black student groups are a vital part of the support structures for Black students. It focuses on the Black student groups in a qualifying social work programme in the Northern East of England and explores the factors and processes which contribute to the positive outcomes.
A study of the barriers in translating 'race' related research into policy
- Author:
- GOLDSTEIN Beverley Prevatt
- Journal article citation:
- Research Policy and Planning, 24(1), 2006, pp.24-38.
- Publisher:
- Social Services Research Group
This article seeks to identify the barriers to translating 'race' related research into policy in order that there may be both a more strategic approach to the research process and greater realism as to the possible research outcomes. It explores two 'race' related research processes, that of the Laming Inquiry into the death of Victoria Climbie and that of the research into racism in social work education. It identifies the factors which led to the differing levels of success in translating these research processes into policy and suggests the key factors that need to be taken into account in translating 'race' related research into policy.
Managing the tension between being task-centred and being anti-oppressive
- Authors:
- SPENCE Maria Francis, GOLDSTEIN Beverley Prevatt
- Journal article citation:
- Groupwork, 8(2), 1995, pp.205-216.
- Publisher:
- Whiting and Birch
This paper is the result of a workshop presented at the Third European Groupwork Symposium. Exercises were used to recreate tension between completing a task and an anti-oppressive process in order to demonstrate, and evaluate with the group, the management of this tension. Outlines the group process, gives an analysis of the strategies used in trying to manage the tension and concludes with highlighting their relevance to social work education.
Black children with a white parent--social work education
- Author:
- GOLDSTEIN Beverley Prevatt
- Journal article citation:
- Social Work Education (The International Journal), 21(5), October 2002, pp.551-563.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
This article analyses the rationale for teaching about black children with a white parent in social work education and suggests that great care is required to avoid reinforcing pathologising assumptions and inappropriate social work interventions. It proposes that the way forward lies in providing core social work teaching that, in process and content, provides the foundation for good practice with all service users, including black children with a white parent. It suggests that discrete teaching specifically on black children with a white parent can extend, but not substitute for, this core social work teaching.