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BJSW Advance Access originally published online on November 8, 2006
British Journal of Social Work 2008 38(2):376-394; doi:10.1093/bjsw/bcl348
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© The Author 2006. Published by Oxford University Press on behalf of The British Association of Social Workers. All rights reserved.

Using Students’ Written Feedback on ‘Race’ Issues to Enhance Self-Regulated Learning

Gavin Heron

Gavin Heron is a qualified social worker and practice teacher and worked in residential childcare before undertaking his current position as a lecturer. His research interests are social work education and inequality.

Correspondence to Gavin Heron, Glasgow School of Social Work, University of Strathclyde, 76 Southbrae Drive, Jordanhill Campus, Glasgow G13 1PP, UK. E-mail: gavin.heron{at}strath.ac.uk


  Abstract

Encouraging students to self-regulate their learning in relation to ‘race’ issues would appear to be pertinent to a profession that promotes life-long learning and holds values of self-determination and respect for the individual at its core. This study examined the written feedback students received in relation to key assignments in years two and three of a social work degree programme. The findings suggest that feedback is seldom used in a way that might enhance students understanding of ‘race’ issues. If students are developing an understanding of racism and anti-racist practice, then it does not appear to be a result of the written feedback from tutors and practice teachers. Given the importance of feedback in helping students to self-regulate and develop their learning, it may be useful to adopt a more principled approach.

Keywords: student feedback, racism, learning


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