). It is only since 1965 that racism became illegal in the region, and several activist movements preceded BLM in an attempt to tackle those issues. Thus, BLM is not the first movement to raise awareness in this area, but a contemporary one that has benefited from the presence of social media that has increased its visibility ( Carney, 2016 ). In understanding the ethos and vision that underpin anti-racist practice ( Townsend and McMahon, 2021 ), BLM provides a voice and insight to the needs of Black communities, as well as recognition of the changes required to
217 THIRTEEN Evaluation of serious case reviews and anti-racist practice Kish Bhatti-Sinclair and Donna Price Introduction The aim of this chapter is to consider how findings from recorded serious case reviews (SCRs) that took place during the 1991–2010 period informed or otherwise the development of good practice with black and minority ethnic (BME) children and their families residing in England and Wales. The aims are to consider cultural, linguistic, religious and other service needs within reviews and to examine key principles that may transform
Introduction Anti-racist practice in social work is not new, yet many programmes in England continue to deliver content disparately, resulting in social work graduates stating that they feel ill-equipped to work with service users in practice. A combination of events propelled the authors to undertake this study in 2021, notably: the murder of Ahmaud Arbery, Breonna Taylor and George Floyd in the US; the subsequent protests of the Black Lives Matter movement; the COVID-19 pandemic; and the disproportionate impact on Black and minority ethnic people in Britain
The publication of the Inquiry into the murder of Stephen Lawrence emphasised the institutionally racist nature of British society. Public bodies and welfare institutions are having to face the consequences of racism within their organisations. This task should draw on the earlier experience of the Central Council for Education and Training in Social Work’s (CCETSW) anti-racist agenda, whose initiative came under attack from government ministers, media commentators and sections of the social work profession.
This book describes and analyses the development of anti-racist social work education and training and moves on to a broader debate: it critically assesses the concept of ‘race’, the historical development and maintenance of racism in contemporary British society, exploring ‘race-related’ legislation and its theoretical underpinnings; it offers an historical exploration of the role of social work and its relationship with, and response to, the needs of deprived and marginalised communities; it provides an assessment of the backlash against CCETSW’s anti-racist developments from politicians, the media and sections of the social work profession, incorporating a debate regarding charges of political correctness.
Issues such as ‘political correctness’ and ‘identity politics’ are critically explored, and the implications of these political processes on the anti-racist policy agenda are assessed. The analysis reflects on both the possibilities and limitations placed on establishing anti-racist policies.
Tackling institutional racism will be of particular interest to Diploma in Social Work students, social work practitioners and academics, social policy undergraduates and postgraduates. It should also be read by professionals at different levels in the policy-making process, particularly those working directly with, acting on behalf of, or pursuing, the interests of the black community.
The gap between the theory and the practice of working with Black and minority ethnic groups presents an ongoing conundrum for social work. This exciting textbook presents a new theory based on a rich understanding of the constraints and creativities of practice.
Taking a transformative approach, this accessible textbook presents evidence from both academics and practitioners. Contributions draw on real-life practice scenarios and present case studies to illustrate the many dimensions of working in a diverse society, encouraging students and practitioners to form innovative solutions to service delivery.
Covering practice themes including risk, co-production, interpreting, multi-disciplinary working and personalisation, this is vital reading for all students in social work, and practitioners undertaking continuing professional development.
Without a doubt, structural and institutionalised racism is still present in Britain and Europe, a factor that social work education and training has been slow to acknowledge.
In this timely new book, Lavalette and Penketh reveal that racism towards Britain’s minority ethnic groups has undergone a process of change. They affirm the importance of social work to address issues of ‘race’ and racism in education and training by presenting a critical review of a this demanding aspect of social work practice.
Original in its approach, and with diverse perspectives from key practitioners in the field, the authors examine contemporary anti-racism, including racism towards Eastern European migrants, Roma people and asylum seekers. It also considers the implications of contemporary racism for current practice.
This is essential reading for anyone academically or professionally interested in social work, and the developments in this field of study post 9/11.
This original and stimulating book examines contemporary issues in social work, particularly exploring the politicisation of the profession from the 1970s onwards. Detailing the wider social and political influences on the development of social work, the book argues that underlying much social theory and practice is a pessimistic and degraded view of humanity.
The author discusses different areas of social work in relation to this diminished view of the human subject, exploring the rise of the concept of abuse, the focus on individual vulnerability and the fear of the other, as well as the threat to civil liberties and privacy that has influenced changes in mental health legislation and the introduction of the Social Care Register.
The book highlights the need for a new approach to social work that has a more optimistic view of both individuals and society, and of their capacity to overcome problems. It is essential reading for students of sociology, politics and social work and for those involved in social policy and social care practice.
The empirical focus of this book is on the twenty year struggle by parents and members of the Black community in Toronto to introduce an Africentric Alternative School (AAS) with Black-focused curricula.
It brings together a seemingly disparate series of events that emerged from equity and multicultural narratives about the establishment of the school – violence, anti-racism and race-based statistics, policy entrepreneurs, and the re-birth of alternative schools in Toronto - to illustrate how these events ostensibly functioned through neoliberal choice mechanisms and practices.
Gulson and Webb show how school choice can represent and manifest the hopes and fears, contestations and settlements of contemporary racial biopolitics of education in multicultural cities.
Over several decades, anti-oppressive practice and anti-discriminatory perspectives have become an integral part of social work. Responding to an urgent need for an up-to-date text that addresses recent developments, this book charts the impact of social changes and new literature shaping social work theory and practice with black and minority individuals, families and communities. It builds upon popular texts addressing anti-discriminatory frameworks but focuses specifically upon black perspectives in social work, taking into account current issues and concerns.
Written specifically for a US and UK market, the book provides an excellent introductory text to social work with black and minority ethnic communities for students, lecturers, practice teachers/assessors who are engaged in examining anti-discriminatory practice frameworks and black perspectives in academic settings and practice learning. It will support curriculum-based learning through its focus on anti-discriminatory practice in a climate that appears less sympathetic to the multicultural nature of British society.
What are the implications of caring about the things we research? How does that affect how we research, who we research with and what we do with our results? Proposing what Tronto has called a ‘paradigm shift’ in research thinking, this book invites researchers across disciplines and fields of study to do research that thinks and acts with care.
The authors draw on their own and others’ experiences of researching, the troubles they encounter and the opportunities generated when research is approached as a caring practice. Care ethics provides a guide from starting out, designing and conducting projects, to thinking about research legacies. It offers a way in which research can help repair harms and promote justice.
