Nasra Bibi, Linda Douglas, Mo McPhail

1. Creative practice and research synergies: changing lives through mentoring and listening to the voices of potentially excluded learners Nasra Bibi, Linda Douglas, Mo McPhail

2. 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”…..

3. 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)

4. 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)

5. 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)

6. 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

7. 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

8. 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

9. 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

10. The experience of co-ordinating

11. 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.

12. 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

13. 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”

14. 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

15. BME mentoring and support • The experience of mentoring/ consultancy • The experience of being a mentor • Focus on the voices of potentially excluded learners

16. 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?