Evaluating a skills-based equality diversity and inclusion learning event delivered in a UK HEI
Recommendations for social work education
Bibliographic Data
| ID | 21495697 |
|---|---|
| Authors | Joanna Fox (0000-0003-3462-2978, Anglia Ruskin University, corresponding author), Joanna Dean (Anglia Ruskin University), Ashley Williamson (Anglia Ruskin University) |
| Year | 2025 |
| Pages | 1-22 |
| Publication date | 2025-08-26 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Social Work Education (JOURNAL) |
| Journal identifiers | ISSN: 0261-5479 • E-ISSN: 1470-1227 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02615479.2025.2552212 |
| OpenAlex | W4413683877 |
| Language | EN |
| References cited | 44 |
Equality Diversity and Inclusion (EDI) principles form core areas of knowledge in anti-oppressive practice and should be a focus of social work education. This study evaluated the impact of an EDI learning event, co-designed, and co-delivered by a care-experienced educator, alongside another colleague, to social work students and academics. Information was gathered both before and after the event using JISC Online Surveys. A total of 16 academics filled in the pre-evaluation questionnaire, and 14 the post-evaluation. A further 56 students filled in the pre-evaluation questionnaire, and 28 the post-evaluation. Socio-demographic, qualitative and quantitative data were collected; qualitative data was analyzed using thematic analysis. The evaluation underlined EDI as a bedrock of the social work profession and highlighted that post learning event, students reported being more confident in understanding discrimination and feeling more able to challenge it. The capability-based curricula in England, has the potential to enable students to become more confident and prepared to manage complex interactions, such as experiencing or witnessing discrimination. However it is suggested that teaching EDI in social work education must be underpinned by a commitment to incorporate a values-based approach to teaching, alongside cultural competency, as well as a capability-focus
Medical education · Pedagogy · Political science · Sociology · Engineering · Healthcare innovation and challenges · Interprofessional Education and Collaboration · Medicine · Psychology · Social Psychology · Social Work Education and Practice · Social Work
Oppression
Access to Intersectionality, Content to Competence
Positionality and reflexivity
Practicing alliance
Perspectives of experts-by-experience
What are the experiences of Black, Asian and minority ethnic students in relation to their progression on an undergraduate social work course in one university in England
‘We didn’t learn enough about racism and anti-racist practice’
Demarginalizing the Intersection of Race and Sex
The Limitations of Online Surveys
Conceptual and design thinking for thematic analysis
Systematic Review of Service User and Carer Involvement in Qualifying Social Work Education
No longer pleading for humanity
Involving People with Lived Experiences in Role-Play Assessment in Social Work Education in England
Extending the Ally Model of Social Justice to Social Work Pedagogy
Historical and Theoretical Development of Culturally Competent Social Work Practice
Workforce diversity, diversity training and ethnic minorities
Against difference and diversity in social work
Developing social work students’ professional identity
Mentoring for social inclusion
Racism, anti‐racist practice and social work
A critical examination of key assumptions underlying diversity and social justice courses in social work
This is about heart knowledge”
Towards a Relational Approach to Poverty in Social Work
Locating Emotional Intelligence at the Heart of Social Work Practice
Ethnic Disproportionality in the Child Welfare System
How Has the Professional Capabilities Framework Changed Social Work Education and Practice in England
Mapping the Margins
Why Doesn't Diversity Training Work? The Challenge for Industry and Academia
| Highly cited | No |
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