Challenging the narrative: social work students' views on the impact of service user and carer-led pedagogy to knowledge and practice.
Service user and carer involvement is firmly established as an integral part of social work education in the UK, with a growing body of evidence demonstrating its beneficial effects on student learning. Calls have been made to further develop its theoretical base and evaluate its impact on students'...
| Publicado en: | Social Work Education Vol. 44; no. 4; pp. 825 - 840 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
Jun2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=187780135&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 187780135 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 02615479 36Q jtl: Social Work Education issn: 02615479 maglogo: N pubinfo: dt: Jun2025 vid: 44 iid: 4 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 187780135 10.1080/02615479.2024.2351434 ppf: 825 ppct: 15 formats: fmt: – @attributes: type: T – @attributes: type: P size: 320KB tig: atl: Challenging the narrative: social work students' views on the impact of service user and carer-led pedagogy to knowledge and practice. aug: au: Skoura-Kirk, Eleni affil: School of Social Policy, Sociology and Social Research, University of Kent, Medway, UK su: United Kingdom Social services Student engagement Qualitative research Inquiry (Theory of knowledge) Experiential learning Discourse Educational outcomes Collaborative learning sug: subj: Social services Student engagement Qualitative research Inquiry (Theory of knowledge) Experiential learning Discourse United Kingdom Other Individual and Family Services Educational outcomes Collaborative learning keyword: coproduction focus group legitimacy pedagogy Service user involvement social work education coproduction focus group legitimacy pedagogy Service user involvement social work education ab: Service user and carer involvement is firmly established as an integral part of social work education in the UK, with a growing body of evidence demonstrating its beneficial effects on student learning. Calls have been made to further develop its theoretical base and evaluate its impact on students' future practice. This article contributes to these aims, by following a cohort of undergraduate UK-based social work students. Using a focus group, the research elicited the views of the students on how classroom-based learning by people with lived experience affected their learning and practice pre-qualification. The findings are underpinned by the theme of 'challenging the narrative'. They assert the powerful effect service user narratives have on bringing issues 'to life' and challenging stereotypes, as well as affecting students' practice. However, challenging the narrative also linked to students' reflections on what counts as 'legitimate' and reliable knowledge and a disconnection between University-based learning and messages received in practice. The paper argues for an ongoing critical evaluation of the impact of pedagogy led by people with lived experience, with the dual aims of identifying what benefits student learning, as well as critically dissecting power, authority and knowledge. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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