Journal Article

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

Gavin Heron

in The British Journal of Social Work

Published on behalf of British Association of Social Workers

Volume 38, issue 2, pages 376-394
Published in print February 2008 | ISSN: 0045-3102
Published online November 2006 | e-ISSN: 1468-263X | DOI: http://dx.doi.org/10.1093/bjsw/bcl348
Using Students’ Written Feedback on ‘Race’ Issues to Enhance Self-Regulated Learning

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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

Journal Article.  7569 words.  Illustrated.

Subjects: Social Work

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