Developing a framework for anti-discriminatory practice teaching on social work courses

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Abstract
The pivotal position of anti-discriminatory practice within the Diploma in Social Work is now under threat, and requires a vigorous defence. This article describes a framework for conceptualising anti-discriminatory practice teaching that has been developed by the Stockport Diploma in Social Work. The model provides a scheme for coordinating and monitoring teaching input across a wide range of subject areas. The weaknesses of the framework are then subjected to a critique, based on the practical experience of programme staff and students over the past three years. The dangers of promoting a form of anti-discriminatory teaching which is primarily cognitive, impersonal and trapped within the assumptions of the dominant culture are identified. The need is for an opening up of students' personal experiences to challenge and reformulation through experimential learning, using teaching methods that do not further exploit the legacy of oppressed groups.

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