Attempting to disrupt racial division in social work classrooms through small-group activities

The notion of racial difference and racial segregation has continued to be problematic in higher education studies. Students belonging to minority ethnic groups often feel segregated, even in courses and classrooms that promote anti-discriminatory and anti-racist practices. This paper presents a study that evaluated racially disruptive teaching pedagogies. The study involved 27 students from the BA Social Work student cohorts within a university based in the South East of England. Students were encouraged to integrate and interrogate matters of race and belonging during a seminar on protected characteristics designed to disrupt racial division. Qualitative surveys were conducted to understand participants’ views about racial division and racially disruptive teaching pedagogy which had been employed to promote racial integration. Findings revealed the need for additional and brave reflective spaces that disrupt racial segregation and foster a better understanding about race and the need for more innovative teaching around cultural competence. The paper concludes by stressing the significance and value of racially disruptive teaching activities and racial assimilation in social work programmes for tackling racial bias, segregation and decolonisation. It is argued that racially disruptive teaching will prepare students to confidently unravel oppression and challenge the discrimination, racism, microaggressions and inequality that service users experience first as students then as qualified practitioners..