TY - CHAP
T1 - ‘She Subjected Me to Pressure from Everybody in the Team’
T2 - Aligning Black African Students' Experiences of Field Education with Social Workers’ Motivations for Becoming Practice Educators in England
AU - Tedam, Prospera
AU - Mano, Irine
N1 - Publisher Copyright:
© 2022 selection and editorial matter, Rajendra Baikady, Sajid S.M., Varoshini Nadesan, and M. Rezaul Islam; individual chapters, the contributors.
PY - 2022/1/1
Y1 - 2022/1/1
N2 - This chapter discusses several themes which are important for understanding contemporary social work student and practice educator experiences in England. Drawing upon empirical data from a qualitative doctoral study undertaken in 2015 and an MSc study undertaken in 2017, the objective of this chapter is to explore social workers’ motivations to become practice educators (field instructors) in England and the extent to which these motivations align with the experiences and outcomes for Black African students studying social work in England. Specifically, the authors explore (i) giving back (ii) professional development and personal growth (iii) gatekeeping for the profession. Black African students’ experiences of racism, discrimination and over scrutiny are examined alongside the utility of critical race theory. Finally, a recommendation for an anti-racist practice learning framework is made.
AB - This chapter discusses several themes which are important for understanding contemporary social work student and practice educator experiences in England. Drawing upon empirical data from a qualitative doctoral study undertaken in 2015 and an MSc study undertaken in 2017, the objective of this chapter is to explore social workers’ motivations to become practice educators (field instructors) in England and the extent to which these motivations align with the experiences and outcomes for Black African students studying social work in England. Specifically, the authors explore (i) giving back (ii) professional development and personal growth (iii) gatekeeping for the profession. Black African students’ experiences of racism, discrimination and over scrutiny are examined alongside the utility of critical race theory. Finally, a recommendation for an anti-racist practice learning framework is made.
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U2 - 10.4324/9781032164946-21
DO - 10.4324/9781032164946-21
M3 - Chapter
AN - SCOPUS:85138860509
SN - 9781032126074
SP - 249
EP - 264
BT - The Routledge Handbook of Field Work Education in Social Work
PB - Taylor and Francis
ER -