Black practice teachers: A review of some literature and its meaning for social work education and practice

Abstract

This article offers a critique of literature on blach perspectives as it relates to practice teaching and black practice teachers in social work education and practice. The article is based on the literature review of a small scale research study I recently undertook to look at the numbers of black practice teachers in four statutory agencies and the contributions such practice teachers offer to social work education and practice. The research was based on the notion of ‘black perspectives’. The findings show that although large numbers of black workers are interested in becoming, and fit CCETSW's (1989) criteria of two years post qualifying experiences to become practice teachers, few are encouraged and supported to do so. Both the literature and the research findings highlighted that black practice teachers have a great deal to contribute to social work education and practice and are therefore essential to the process of social work in benefiting black and white communities. This article therefore attempts to address the above argument in a critical manner through the use of relevant literature.

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