Creative practice and research synergies: changing lives through mentoring and listening to the voic...
Download
1 / 16

Nasra Bibi, Linda Douglas, Mo McPhail - PowerPoint PPT Presentation


  • 88 Views
  • Uploaded on

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:

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'Nasra Bibi, Linda Douglas, Mo McPhail' - keiran


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
Nasra bibi linda douglas mo mcphail

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
Identified need through mentoring and listening to the voices of potentially excluded learners….

  • 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
Research –based practice through mentoring and listening to the voices of potentially excluded learners

  • 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
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
As a direct result of this research… social work training in Scotland

  • 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)


Nasra bibi linda douglas mo mcphail
Listening to the Silence; Black and social work training in Scotland 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
Signposts from this research… social work training in Scotland

  • 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
The resultant model: social work training in Scotland

  • 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
Ideas into Practice – the Project Worker’s story social work training in Scotland

  • The experience of co-ordinating ideas into practice

  • Achievements and challenges

  • Focus on the voices of potentially excluded learners


The experience of co ordinating
The experience of co-ordinating social work training in Scotland


Ideas into practice
Ideas into practice social work training in Scotland

  • 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
Challenges social work training in Scotland

  • 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
The voices of learners social work training in Scotland

“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
Participation social work training in Scotland

  • 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
BME mentoring and support social work training in Scotland

  • The experience of mentoring/

    consultancy

  • The experience of being a mentor

  • Focus on the voices of potentially

    excluded learners


Identifying individual and institutional challenges
Identifying individual and institutional challenges social work training in Scotland

  • 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?