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 BMEG - Black and Minority Ethnic Action plan Sub-Group (SSSC 2006) Action plan Sub-Group (SSSC 2006) recommends: recommends: Employers and education providers.. “ should promote the diversification of the social services workforce by 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”….. 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 1. Educating Sita: Black and Minority Ethnic entrants into Minority Ethnic entrants into social work training in social work training in Scotland ( Singh, 1999) Scotland ( Singh, 1999) 2. Listening to the Silence; Black and Minority Ethnic People in Scotland talking about social work ( Singh, 2005) 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 An overview of social work education for BME students in Scotland education for BME students in Scotland in 1999 indicated; 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”… “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) 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 A consultancy service was set up for BME social work students Characterised by; Characterised by; Partnership with a community based Multi-Cultural family support and practice learning resource, a BME consultant and social work education providers 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 Partnership between 4 universities A rolling programme of support and consultancy, based on a strengths based approach A rolling programme of support and consultancy, based on a strengths based approach See Seminar report :” Have we got it Right?( 2006) 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 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 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 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 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 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 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 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 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 Partnership between social work providers and local BME organisations Shared networking, community based Information Events Shared networking, community based Information Events BME mentoring and language support services for BME learners 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 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 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 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 The experience of co-ordinating ideas into practice Achievements and challenges Achievements and challenges Focus on the voices of potentially excluded learners 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. 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 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. 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 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 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 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. 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 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 Encouraging an intersectional analysis of inequality and securing commitment to embedding learning within mainstream providers Resources, adequate funding and time 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 November 2005-March 2006 –9 participants in the first short course September 2006-January 2007 September 2006-January 2007 –11 participants in the second series of courses June 2007-October 2007 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/ The experience of mentoring/ consultancy consultancy The experience of being a mentor The experience of being a mentor Focus on the voices of potentially Focus on the voices of potentially excluded learners excluded learners

16. Identifying individual and institutional challenges Consider the following Consider the following case studies; case studies; What action could be taken to support the BME students in these situations? What action could be taken to support the BME students in these situations? What action does the course provider need to consider? What action does the course provider need to consider? What learning from this workshop can you take back and apply in your own organisation? What learning from this workshop can you take back and apply in your own organisation?