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Diverse communities: implications for professional practice

CLAD, LDU (2003) Diverse communities: implications for professional practice. Project Report. University of Birmingham, Birmingham. (Unpublished)

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Identification Number/DOI: HIST076

Abstract

To create a postgraduate module using WebCT to encourage self-directed learning using the diverse communities in the City of Birmingham as a learning resource to develop anti-oppressive reflective social work practice.

The educational purpose of the project tackles the issues of preparing social work students to work in a team environment, develop the skills to interact and empathise with members of Birmingham’s diverse communities and to reflect upon and research the barriers that they face in accessing appropriate social work services. Through the delivery of this module the students will have the opportunity to develop professional abilities such as accurate recording, ICT, co-operative working, time management and report writing skills. By emulating as closely as possible “real world” issues and circumstances students prior to going out on their first assessed practice will have the opportunity to learn how to link issues of theory and practice, they will also be able to experience at first hand the realities of working with members of socially excluded communities.

Type of Work:Monograph (Project Report)
School/Faculty:Schools (1998 to 2008) > School of Social Science
Department:School of Social Science
Additional Information:

The original papers that comprise this project are stored at Centre for Learning and Academic Development (CLAD), University of Birmingham. Please contact CLAD using the email address cladprojects@contacts.bham.ac.uk for any further information.

Series/Collection Name:Education Enhancement Projects
Keywords:Diverse communities implications for professional practice, WebCT, self-directed learning, diverse communities, reflect, ICT, co-operative working, time management, report writing skills, real world issues, web-based resources, action learning sets, als, formal lectures, ICT skills, learner enhancement, leap,
Subjects:L Education > LB Theory and practice of education > LB2300 Higher Education
Funders:LDU LEaP
Copyright Status:This project report is copyright of the author and the University of Birmingham. Any use made of information contained in this project must be acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder.
Copyright Holders:University of Birmingham
ID Code:1630

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