Journal article 81 views 11 downloads
Co-creating experiences through the use of arts in social work education
,
Tracey Maegusuku-Hewett ,
Jo Redcliffe
Social Work Education, Pages: 1 - 19
Swansea University Authors:
Tracey Maegusuku-Hewett , Jo Redcliffe
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© 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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DOI (Published version): 10.1080/02615479.2023.2254778
Abstract
The inclusion of citizens in social work education was initiated over 30 years ago and continues to travel a ‘long and winding road’. Social work education in the UK faces increasing pressure from a range of stakeholders including citizens who use services, regulatory bodies and the media to demonst...
| Published in: | Social Work Education |
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| ISSN: | 0261-5479 1470-1227 |
| Published: |
Informa UK Limited
2024
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| Online Access: |
Check full text
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| URI: | https://cronfa.swan.ac.uk/Record/cronfa65864 |
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| Abstract: |
The inclusion of citizens in social work education was initiated over 30 years ago and continues to travel a ‘long and winding road’. Social work education in the UK faces increasing pressure from a range of stakeholders including citizens who use services, regulatory bodies and the media to demonstrate that newly qualified social workers are competent and uphold public trust. While social work education and practice within England and Wales draw on similar traditions in theory and practice, there are important differences in the national and institutional frameworks within which they operate. This article illustrates some of these differences through a focus on social work education provision in one English and one Welsh university. Drawing on the experience and views of the student participants, we examine the benefits of creative approaches that promote citizen involvement and suggest how European traditions can contribute to this process. We define key terms and summarize the literature, followed by presentation of the results and identification of the key learning. We identify that emancipatory models of education can encourage recognition of learners’ different strengths and can help to assist social work students’ readiness for practice. Finally, we acknowledge the need for cost-benefit outcomes research into if and how citizen coproduction influences subsequent service delivery. |
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| Keywords: |
Social work, social pedagogy, citizen involvement, student assessment, creativity |
| College: |
Faculty of Medicine, Health and Life Sciences |
| Start Page: |
1 |
| End Page: |
19 |