The DOI matches its Crossref record.
Teaching anti-oppressive practice on a diploma in social work course: Lecturers' experiences, students' responses and ways forward
Abstract
This paper has been written by three lecturers who have been responsible in the main for the planning, content and delivery of a module on anti-oppressive practice on a diploma in social work course. This paper offers an insight into the content of the module, an explanation of how it was delivered, along with some of the issues that emerged. The main teaching areas covered were sexism, heterosexism, ageism, racism and disablism, and student feedback was received from each session and their responses analysed. A number of themes are discussed in this paper which include lecturers' expectations of the student group--which at times some of the students found difficult; the relationship between the lecturers-- and how this both helped and hindered the teaching process; and the development of tensions between students--particularly along the dimension of ethnicity. The overall feedback of the module by students was positive, with the vast majority finding it helpful. The specifics of what the student group found helpful have been incorporated into the penultimate section of this paper, which considers some ways forward for educators who are responsible for teaching anti-oppressive practice on similar courses.
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“The findings of the interviews in relation to how the students conceptualized anti-oppressive practice are consistent with the existing literature (Bronstein and Gibson, 1998;Chand et al., 2002;Garcia and Van Soest, 2006;Poole, 2010;Heenan, 2005;Hancock et al., 2012;Dustin and Montgomery, 2010;Collins and Wilkie, 2010;Coleman et al., 1999).”
From Applying anti-oppressive approach to social work practice in Africa: reflections of Nigerian BSW students (2020) · cites this paper as Chand et al., 2002
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“Similar findings were reported in the study by Chand et al. (2002).”
From Applying anti-oppressive approach to social work practice in Africa: reflections of Nigerian BSW students (2020) · cites this paper as Chand et al., 2002
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Amadasun, S., & Omorogiuwa, T. B. E. (2020) · Journal of Humanities and Applied Social Sciences · doi:10.1108/jhass-12-2019-0082 · Cited by 10
“Students’ preparedness for anti-oppressive practice: insights from past studies Over the years, research exploring the extent to which anti-oppressive practice is embedded in the education and training of social work students has been conducted (Bronstein and Gibson, 1998; Coleman et al., 1999; Chand et al., 2002; Col…”
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Metadata
- Authors
- Chand, A., Clare, J., & Dolton, R.
- Venue
- Social Work Education
- Publisher
- Informa UK Limited
- Published
- 2002-02
- Volume
- 21
- Issue
- 1
- Pages
- 7-22
- ISSN
- 0261-5479 (ISSN-L)
- 1470-1227
- OpenAlex
- W2083974309
- Cited by
- 22
- References
- 0
- Citations by year
- 2025: 1 · 2024: 1 · 2020: 3 · 2019: 1 · 2018: 1 · 2017: 1 · 2013: 1 · 2012: 1
- FWCI
- 4.91
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Social Work Education (publishedVersion)
- Topics
- Social Sciences › Public Administration › Social Work Education and Practice
- Social Sciences › Education › Innovative Teaching Methodologies in Social Sciences
- Social Sciences › Education › Adult and Continuing Education Topics
- Keywords
- anti-oppressive practice, student feedback, sexism, heterosexism, ageism, racism, ableism, curriculum development
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