ABSTRACT
Training has been a contested field in social work education since its inception as a profession (Sibeon, 1991; Dominelli, 1994). Key aspects of the controversy have focused on whether professional training should concentrate solely on the acquisition of the technical skills for 'doing the job' or whether it should allow for a broader model encompassed by liberal education. Sadly, both these approaches have neglected anti-oppressive practice in general and anti-racist practice in particular.
