The MANDELA model of practice learning


  • Prospera Tedam



MANDELA, practice learning, black students, social work, anti-discriminatory practice, engaging black students, diversity in social work


This article introduces the MANDELA model as a new and innovative tool for effectively engaging social work students of black African heritage studying on social work qualifying programmes across England and Wales. The article explores in depth this proposed model drawing upon initial feedback from two critical friends- a white male practice educator and a black African female third year social work student. The potential challenges and strengths of this model are examined, as well as guidance on its use and application within the practice learning environment. The MANDELA model draws upon existing strategies and adds a distinct and unique African flavour, whilst not losing its pedagogic relevance for lecturers, practice educators and students.


Aymer, C. and Bryan, A. (1996) Black students experiences on social work courses: Accentuating the positives. <i>British Journal of Social Work</i>, 26, 1-16\nBartoli, A., Kennedy, S. and Tedam, P. (2008) Practice Learning: Who is Failing to Adjust? Black African student experience of practice learning in a social work setting. <i>Journal of Practice Teaching and Learning</i>, 8, 2, 75-90\nBartoli, A. (2011) Assessment and International students-black African social work students. <i>Enhancing the Learner experience in Higher education</i>, 3, 1, 45-58\nBernard, C., Fairtlough, A., Fletcher, J., and Ahmet, A. (2011) <i>Diversity and Progression among Social Work Students in England</i>, London: GoldsmithsCollege\nBradley, G. (2000) Responding effectively to mental health needs of international students. <i>Higher Education</i>, 39, 417-433\nCarroll, J. and Ryan, J. (Eds.) (2005) <i>Teaching International Students: Improving learning for all</i>. Abingdon: Routledge\nDaniel, C. (2011) Lessons learned. Pedaogical tensions and struggles with instruction on Multiculturalism in Social Work Education programmes. <i>Social work Education:</i>, 3, 3, 250-265\nDarlymple, J. and Burke, B. (1998) Developing anti oppressive practice teaching. <i>Practice</i>, 10, 25-35\nDavys, A.M., and Beddoe, L. (2009) the reflective learning model: supervision of social work students. <i>Social Work Education</i>, 28,: 8, 919-933\nDepartment of Health (2002) Requirements for Social Work Training. London. DoH\nde Souza, P. (1991) A review of the experiences of black students in social work training. in CCETSW (Ed.) <i>One Small Step towards Racial Justice</i>. London: CCETSW, 148-79.\nDillon, J. (2011) Black minority ethnic students navigating their way from access courses to social work programmes: Key considerations for the selections of students. <i>British Journal of Social Work</i>, 41, 1477-1496\nDoel, M. (2009) <i>Social Work Placements: A travellers Guide.</i> London: Routledge\nDoel, M. and Shardlow, S. (1996) <i>Practice Learning and Teaching</i>. Birmingham: BASW\nDoel, M. and Shardlow, S. (2005) <i>Modern Social Work Practice. Teaching and learning in practice settings</i>. Aldershot: Ashgate\nGatmon, D. and Jackson, D. (2001) Exploring ethnic, gender, and sexual orientation variables in supervision: Do they really matter? <i>Journal of Multicultural Counselling and Development</i>, 29, 2, 102-113\nGay, G. (2010) <i>Culturally Responsive Teaching: Theory, Research and Practice</i>. (2nd ed.) Multicultural Education Series. New York: Columbia University Press\nGeneral Social Care Council (2007) <i>Social Work Education in England: Delivering quality, recognising success.</i> Social Work Education Quality Assurance Report. London: GSCC\nGeneral Social Care Council (2009) <i>Raising Standards in Social Work Education in England 2007-8</i>. London: GSCC\nKinnell, M. (1990) (Ed.) T<i>he Learning Experience of Overseas Students</i>. London: Open University Press\nLaird, S.E. (2008) <i>Anti-Oppressive Social Work: A guide for developing cultural competence</i>, London: Sage\nRazack, N. (2001) Diversity and difference in the field education encounter: Racial minority students in the practicum. <i>Social Work Education</i>, 20, 219-232\nShepherd, J. (2003) ‘Learning from the experts: teaching diversity content and the politics of solidarity through a cultural immersion experience’, <i>The Journal of Baccalaureate Social Work</i>, 9, 1, 41–58\nSocial Work Reform Board (2010) <i>Professional Capabilities Framework for Social Workers in England.</i> Online at <a target="_blank" href=''></a>\nTaylor, B.J. (2010) <i>Reflective Practice for Healthcare professionals</i>. (3<sup>rd</sup> ed.) Maidenhead: Open University Press\nThompson, N. (2009) <i>Promoting Equality, Valuing Diversity: A learning and development manual</i>. Lyme Regis: Russell House Publishing\nThompson, N. (2011) <i>Promoting Equality: Working with diversity and difference.</i> (3rd ed.) Basingstoke. Palgrave Macmillan\nWillcoxson, L. (1998) The impact of academics learning and teaching preferences on their teaching practices. A Pilot study. <i>Studies in Higher Education</i>, 23, 1, 59-70\n




How to Cite

Tedam, P. (2013). The MANDELA model of practice learning. The Journal of Practice Teaching and Learning, 11(2), 60-76.