This book brings together several valuable papers from diﬀerent parts of the world, addressing social work with minorities in the areas of disability, sexuality, race, and ethnicity. Collectively, these make an important contribution to developing theorizing, empirical work, and practice awareness of how social work education with minority groups is framed, evidenced, and experienced.
The perspectives and diﬀerent strands of work presented in this book oﬀer new insights and a better understanding of how a diverse set of social justice issues confronting social work education have led to the development of diﬀerent types of interventions both in the classroom and in practice contexts.
The chapters in this book were originally published as a special issue of Social Work Education.
Table of Contents
1. How is ‘racism’ understood in literature about black and minority ethnic social work students in Britain? A conceptual review
Dharman Jeyasingham and Julie Morton
2. Culturally responsive social work practice with D/deaf clients
Reshawna L. Chapple
3. Do we practice (or teach) what we preach? Developing a more inclusive learning environment to better prepare social work students for practice through improving the exploration of their different ethnicities within teaching, learning and assessment opportunities.
Sue Hollinrake, Garfield Hunt, Heidi Dix and Anja Wagner
4. Teaching cultural humility for social workers serving LGBTQI Aboriginal communities in Australia
Bindi Bennett and Trevor G. Gates
5. Racial microaggressions and black social work students: a call to social work educators for proactive models informed by social justice
Shena Leverett Brown, Zoe Johnson and Shari E. Miller
6. What do we know the experiences and outcomes of anti-racist social work education? An empirical case study evidencing contested engagement and transformative learning
7. Challenging implicit bias: preparing students to practice with African American families
Belinda E. Bruster, Tiffany Y. Lane and Belinda D. Smith
8. Decrypting cultural nuances: using drama techniques from the theatre of the oppressed to strengthen cross cultural communication in social work students
Lana Burroughs and Bethel Muzuva
Prospera Tedam is Assistant Professor in Social Work at the United Arab Emirates University where she has been since 2018. Prior to this, Prospera was a Principal Lecturer at Anglia Ruskin University in Cambridge, UK where she taught on a range of undergraduate and postgraduate courses. She was member of the Independent Family Returns Panel at the Home Office, advising on child safeguarding in relation to children and families who had no legal right to remain in the United Kingdom. Prospera is an international consultant and trainer in the areas of anti-racist social work education and practice, cultural competence, and harmful cultural practices.