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This paper reports the findings of a small-scale empirical study into the practice learning experiences of black African students of social work in England. Undertaken in the form of a pilot study, the findings reveal that practice learning experiences can be beneficial in enhancing skills and knowledge but can also cause distress, lower self-esteem and result in students feeling discriminated against. For participants, failing their practice learning appeared to be a far more pleasant outcome than undergoing the levels of disrespect and discrimination they believed they were subjected to on a regular basis during placements. Using elements of the critical race theoretical (CRT) framework, an attempt is made to conceptualise the narratives generated from participant interviews.

When Failing doesn’t Matter: A Narrative Inquiry into the Social Work Practice Learning Experiences of Black African Students in England