Lessons learned from teaching anti-racism on a social work course in England

Abstract

This article presents findings from the second phase of a research project aimed to improve the quality of teaching and learning on anti-racism for social work learners on a social work degree course in the East of England, 3 years after the findings of the initial project were implemented within the course. Learners’ experiences across the three degree-level cohorts are considered to evaluate the impact of these changes and to identify the need for further improvement. The small-scale qualitative study used focus groups and individual interviews to elicit learners’ views about anti-racism teaching and to consider how this impacts their professional development. Analysis of learners’ experiences produced a range of views about their engagement with the teaching of anti-racism and the benefits and barriers to change. Of particular note are the issues faced by global majority learners from white learners’ micro-aggressions, as well as their increased confidence from some aspects of teaching. For white learners, a notable issue is the differences between learners in their openness to consider white privilege, with some displaying more ‘fragility’ than others. Implications for anti-racist teaching and learning are considered.