Using culturally relevant case studies to enhance students’ learning: a reflective analysis of the benefits and challenges for social work students and academics

Using culturally relevant case studies to enhance students’ learning: a reflective analysis of the benefits and challenges for social work students and academics

Prospera Sorviel Tedam

Abstract

‘Internationalising the curriculum’, ‘multi-cultural education’, ‘culturally sensitive’ education, and ‘culturally competent teaching’ are terms often used to describe teaching and learning which provides opportunities for learning about multiple and diverse contexts in which specific aspects of knowledge can be applied. In social work education, there is a growing call for an international outlook in teaching and practice learning to enhance the experiences of learners and also to prepare graduates for working in a global context. Using a case study approach, this article will explore the particular experiences of a student of Zimbabwean origin and the adoption of an African focussed example used to facilitate the particular student’s learning. In particular, Bandura’s Social Learning Theory (1977) will be discussed drawing upon themes and ideas from Africa with the aim of demystifying and making accessible social work theory to a diverse student group. The paper concludes that the use of culturally relevant case studies is an effective and beneficial strategy to engage a diverse student group and calls academics to make creative and innovative use of their skills, knowledge and expertise in the area of social work pedagogy.

Keywords

African students; international social work; cross-cultural education; social work education; social work theory

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The Journal Enhancing the Learner Experience in Higher Education can be found at: http://journals.northampton.ac.uk/index.php/elehe/index

Learning from African students

Angie Bartoli, Sue Kennedy, Tedam Prospera

Abstract

In response to the growing numbers of African students on the social work qualifying programme at the University of Northampton, three senior lecturers undertook a small-scale study in 2008 to evaluate African students’ particular learning experiences. This trend of increasing student numbers reflects the national picture as indicated by the General Social Care Council (GSCC, 2009). The African student experience is different and therefore different strategies are needed to ensure that learning and subsequent employability are maximised. The research identified two significant outcomes. The first was the need for a peer support group, which was set up in September 2008. The group named itself PADARE, a Zimbabwean term which means: meeting place. The second was the need for a qualified social worker as a mentor to support the students’ transition from academic learning into work-based learning and practice. This paper will focus mainly on the rationale and potential of these two initiatives from both an educator’s perspective and that of the students themselves drawing on relevant contemporary literature in the areas of Mentoring and Peer support groups.

Full Text: PDF

The Journal Enhancing the Learner Experience in Higher Education can be found at: http://journals.northampton.ac.uk/index.php/elehe/index