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    pepe471 pepe471 Presentation Transcript

    • Creative practice and research synergies: changing lives through mentoring and listening to the voices of potentially excluded learners Nasra Bibi, Linda Douglas, Mo McPhail
    • Identified need ….
      • BMEG - Black and Minority Ethnic
      • Action plan Sub-Group (SSSC 2006)
      • recommends:
      • Employers and education providers.. “ should promote the diversification of the social services workforce by
      • Considering what action they should take to encourage and support people from BME communities into the workforce , eg. Targeted trainee schemes, support for students applying to courses and while on courses”…..
    • Research –based practice
      • 1. Educating Sita: Black and
      • Minority Ethnic entrants into
      • social work training in
      • Scotland ( Singh, 1999)
      • 2. Listening to the Silence; Black and Minority Ethnic People in Scotland talking about social work ( Singh, 2005)
    • Educating Sita: Black and Minority Ethnic entrants into social work training in Scotland
      • An overview of social work
      • education for BME students in Scotland
      • in 1999 indicated;
      • “ the importance with which the issue of equal opportunities is taken by those involved in social work education and training in Scotland”…
      • And that “ policy and practices are of a piecemeal fashion, fragmented in approach and uncoordinated in strategy ” (Singh, 1999 p. 20)
    • As a direct result of this research…
      • A consultancy service was set up for BME social work students
      • Characterised by;
      • Partnership with a community based Multi-Cultural family support and practice learning resource, a BME consultant and social work education providers
      • Partnership between 4 universities
      • A rolling programme of support and consultancy, based on a strengths based approach
      • See Seminar report :” Have we got it Right?( 2006)
    • Listening to the Silence; Black and Minority Ethnic People in Scotland talking about social work (Singh, 2005)
      • An action research based approach, employing BME researchers to research within own community networks
      • Looked at historical context of social welfare and the context of racism in Scotland
      • Findings – difficult to get a clear perception, very vague notion of social work and some inaccurate ideas
      • Identified paradox that BME communities are the most disadvantaged communities across a range of domains but have little understanding or contact with social services
    • Signposts from this research…
      • An understanding of the need for accurate
      • information of social work relevant to the needs of BME communities
      • Universities should develop links with local BME communities, developing networks and relationships, open day events, seminars in partnership with BME organisations
      • Social work programmes should consider how BME students are supported from access through to employment
      • Importance of a strengths based approach as opposed to a ‘deficit’ model
    • The resultant model:
      • Partnership between social work providers and local BME organisations
      • Shared networking, community based Information Events
      • BME mentoring and language support services for BME learners
      • Theoretical basis : Black Community development model and a strengths based approach, in recognition of institutional barriers in predominately white education providers
      • Understanding of complexity of potentially excluded learners across race and ethnicity, gender, disability and socio-economic class
      • Importance of influencing a social services curriculum that connects to Scotland’s diverse communities
    • Ideas into Practice – the Project Worker’s story
      • The experience of co-ordinating ideas into practice
      • Achievements and challenges
      • Focus on the voices of potentially excluded learners
    • The experience of co-ordinating
    • Ideas into practice
      • Taking a community development approach -Where in black people are the experts and catalyst for bringing about change, learning is a tool used to strengthen communities by improving people's knowledge, skills and confidence. organisational ability and resources.
      • Developing partnerships with mainstream providers was crucial in our overall goal regarding institutional responsibility and change
      • MCFB role in accessing community networks and history of working with local families, relationships built on trust.
      • Continuous evaluation with mentors and learners helped develop appropriate curriculum which does not place black people in the place of ‘other’ – different or deficient
      • Role of BME mentors and language support tutor evolved through experience, traditional concept of mentor didn’t transfer neatly to learners needs – mentors useful at different points
      • Language support tutor influenced curriculum content as a direct result of listening to the voices of learners
      • Importance of having BME mentors as positive role models.
    • Challenges
      • Community Development with people who have been excluded is a long term process, doesn’t fit in neatly with a target driven economy
      • Encouraging an intersectional analysis of inequality and securing commitment to embedding learning within mainstream providers
      • Resources, adequate funding and time
    • The voices of learners
      • “ I enjoyed Understanding Society because it made me think, read and write in English, but I could not do this course without the language support.”
      • Black learner
      • “ The Understanding Children reader was really good. It’s been useful for my own children and for my job as a crèche worker”
      • Black learner
        • ‘ For the first time a student used the telephone to communicate in English’.
        • ‘ A very shy woman now comes regularly into MCFB and communicates with Project staff’.
        • Feedback from mentors
      • “ I couldn’t have done it without all the support but I did do it”
    • Participation
      • November 2005-March 2006
        • 9 participants in the first short course
      • September 2006-January 2007
        • 11 participants in the second series of courses
      • June 2007-October 2007
        • 6 participants in the third services of courses
      • Service users include 26 individuals from North African, Asian, and Polish backgrounds
    • BME mentoring and support
      • The experience of mentoring/
      • consultancy
      • The experience of being a mentor
      • Focus on the voices of potentially
      • excluded learners
    • Identifying individual and institutional challenges
      • Consider the following
      • case studies;
      • What action could be taken to support the BME students in these situations?
      • What action does the course provider need to consider?
      • What learning from this workshop can you take back and apply in your own organisation?