Breaking through Racial Barriers in Social Work: SAWUBONA as a Model for Decolonising Children’s Social Work

Cornish, Carlene (2026) Breaking through Racial Barriers in Social Work: SAWUBONA as a Model for Decolonising Children’s Social Work. Policy Press. ISBN 9781447378631

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Abstract

Despite decades of policy reform, minoritised ethnic families continue to experience disproportionate intervention, harsher outcomes and systemic discrimination in children’s social work. Drawing on original qualitative research with Black and Brown mothers, this ground breaking book reveals how racism, White dominance and structural oppression shape their experiences in the child protection system. It introduces the SAWUBONA model – an Afro-centric, anti-racist and anti-oppressive practice framework that values indigenous knowledge, fosters cultural humility and centres empathetic, collaborative relationships between practitioners and service users. Offering critical insight and a practical pathway for decolonising practice, this book is essential reading for academics and professionals in social work, education, policing and the wider safeguarding community seeking to challenge racial disparities and embed culturally responsive approaches.

Item Type:	Book
Uncontrolled Keywords:	racism,oppression,social work education,birthmothers,child protection (policy and practice),minorities,social sciences(all),sdg 1 - no poverty,sdg 3 - good health and well-being,sdg 5 - gender equality,sdg 10 - reduced inequalities,sdg 11 - sustainable cities and communities,sdg 16 - peace, justice and strong institutions,sdg 17 - partnerships for the goals ,/dk/atira/pure/subjectarea/asjc/3300
Faculty \ School:	Faculty of Social Sciences > School of Social Work
UEA Research Groups:	Faculty of Social Sciences > Research Centres > Centre for Research on Children and Families
Related URLs:	https://policy.bristoluniversitypress.co...
Depositing User:	LivePure Connector
Date Deposited:	28 May 2026 14:25
Last Modified:	28 May 2026 14:25
URI:	https://ueaeprints.uea.ac.uk/id/eprint/103182
DOI:

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