Black children with a white parent--social work education

Abstract

This paper analyses the rationale for teaching about black children with a white parent in social work education and suggests that great care is required to avoid reinforcing pathologising assumptions and inappropriate social work interventions. It proposes that the way forward lies in providing core social work teaching that, in process and content, provides the foundation for good practice with all service users, including black children with a white parent. It suggests that discrete teaching specifically on black children with a white parent can extend, but not substitute for, this core social work teaching. It highlights the specific elements within this core teaching that are particularly pertinent to good practice with black children with a white parent and identifies a discrete curriculum that can consolidate positive approaches and practice with this group of children and young people.