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BJSW Advance Access published online on November 8, 2006
British Journal of Social Work, 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

Article

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

Gavin Heron 1 *

1 Glasgow School of Social Work, University of Strathclyde, 76 Southbrae Drive, Jordanhill Campus, Glasgow G13 1PP, UK

* To whom correspondence should be addressed.
Gavin Heron, 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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