Echoes of the Arundhati Roy (2004) quote paraphrased in the title feel appropriate and applicable to the recent experiences in our profession in a range of ways. Observing meetings in a practice setting, a colleague notices that despite many discussions and apparent concern for the service users’ wellbeing, no one has met with them recently or knows what they would like to see happen. I also think of a female colleague sending her children back to school following the ease of lockdown rules in the UK. She feels she can finally have time to catch up with writing and other work that she had to pause as she had to supervise her children’s education during the school closures in the lockdown. However, as soon as her children went back to school, she fell ill and feels she is lagging even further behind. In the student’s reflective writing about their practice learning in the UK, there is a silently loud assumption of whiteness—both their own, of service users, and their carers. There is an on-going debate in the UK about the leadership, membership, necessity, timing and independence of the forthcoming children’s social care review.

中文翻译：

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默默地沉默，最好是闻所未闻的—社会工作学习，活动和研究中的参与，权力和知识创造

标题中的Arundhati Roy（2004）的呼应语以多种方式适用于我们行业的最新经验。在实践环境中观察会议时，一位同事注意到，尽管进行了许多讨论并明显关注服务用户的健康，但最近没有人与他们见面或知道他们希望看到什么。我还想到了一位女同事，因为英国放宽了封锁规则，她让孩子们回到了学校。她感到自己终于可以有时间跟上她不得不暂停的写作和其他工作，因为她必须在封锁期间关闭学校期间监督孩子的教育。然而，一旦她的孩子们回到学校，她病倒了，觉得自己远远落后了。在学生关于他们在英国的实践学习的反思性写作中，一个无声的白白假设-包括他们自己，服务使用者和护理人员。在英国，有关即将进行的儿童社会护理评估的领导力，成员资格，必要性，时机和独立性正在进行辩论。