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When failing doesn’t matter: a narrative inquiry into the social work practice learning experiences of black African students in England

Tedam, P. (2014) When failing doesn’t matter: a narrative inquiry into the social work practice learning experiences of black African students in England. International Journal of Higher Education. 3(1), pp. 136-145. 1927-6044.

Item Type: Article
Abstract: This paper reports the findings of a small-scale empirical study into the practice learning experiences of black African students of social work in England. Undertaken in the form of a pilot study, the findings reveal that practice learning experiences can be beneficial in enhancing skills and knowledge but can also cause distress, lower self-esteem and result in students feeling discriminated against. For participants, failing their practice learning appeared to be a far more pleasant outcome than undergoing the levels of disrespect and discrimination they believed they were subjected to on a regular basis during placements. Using elements of the critical race theoretical (CRT) framework, an attempt is made to conceptualise the narratives generated from participant interviews.
Uncontrolled Keywords: Black African social work students, practice learning, student experience, practice educators
Subjects: H Social Sciences > HV Social pathology. Social and public welfare. Criminology > HV11 Social work education
L Education > LC Special aspects of Education > LC2699 Blacks. African Americans. African Caribbeans
Creators: Tedam, Prospera
Publisher: Sciedu Press
Northamptonshire and East Midlands: Health
Faculties, Divisions and Institutes: University Faculties, Divisions and Research Centres - OLD > Faculty of Health & Society > Social Work
Faculties > Faculty of Health & Society > Applied Social Studies & Sociology
Date: February 2014
Date Type: Publication
Page Range: pp. 136-145
Journal or Publication Title: International Journal of Higher Education
Volume: 3
Number: 1
Language: English
DOI: https://doi.org/10.5430/ijhe.v3n1p136
ISSN: 1927-6044
Status: Published / Disseminated
URI: http://nectar.northampton.ac.uk/id/eprint/6462

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