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Co-creating experiences through the use of arts in social work education

Keiron Hatton Orcid Logo, Tracey Maegusuku-Hewett Orcid Logo, Jo Redcliffe

Social Work Education, Pages: 1 - 19

Swansea University Authors: Tracey Maegusuku-Hewett Orcid Logo, Jo Redcliffe

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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...

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Published in: Social Work Education
ISSN: 0261-5479 1470-1227
Published: Informa UK Limited 2024
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URI: https://cronfa.swan.ac.uk/Record/cronfa65864
first_indexed 2024-03-19T12:53:36Z
last_indexed 2024-11-28T19:42:38Z
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spelling 2024-11-28T13:15:53.7077531 v2 65864 2024-03-19 Co-creating experiences through the use of arts in social work education ac45697af84ddd864ca77cbf710a619c 0000-0002-9063-2604 Tracey Maegusuku-Hewett Tracey Maegusuku-Hewett true false 75da95febf4be8fef2a1e3095d44e019 Jo Redcliffe Jo Redcliffe true false 2024-03-19 HSOC 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. Journal Article Social Work Education 0 1 19 Informa UK Limited 0261-5479 1470-1227 Social work, social pedagogy, citizen involvement, student assessment, creativity 16 1 2024 2024-01-16 10.1080/02615479.2023.2254778 COLLEGE NANME Health and Social Care School COLLEGE CODE HSOC Swansea University SU Library paid the OA fee (TA Institutional Deal) 2024-11-28T13:15:53.7077531 2024-03-19T12:47:39.5077097 Faculty of Medicine, Health and Life Sciences School of Health and Social Care - Healthcare Science Keiron Hatton 0000-0003-0636-9311 1 Tracey Maegusuku-Hewett 0000-0002-9063-2604 2 Jo Redcliffe 3 65864__29750__6cb68fefcd934e0fa01ab11fb3a308f0.pdf 65864.VOR.pdf 2024-03-19T12:53:48.1431742 Output 901083 application/pdf Version of Record true © 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. true eng http://creativecommons.org/ licenses/by/4.0/
title Co-creating experiences through the use of arts in social work education
spellingShingle Co-creating experiences through the use of arts in social work education
Tracey Maegusuku-Hewett
Jo Redcliffe
title_short Co-creating experiences through the use of arts in social work education
title_full Co-creating experiences through the use of arts in social work education
title_fullStr Co-creating experiences through the use of arts in social work education
title_full_unstemmed Co-creating experiences through the use of arts in social work education
title_sort Co-creating experiences through the use of arts in social work education
author_id_str_mv ac45697af84ddd864ca77cbf710a619c
75da95febf4be8fef2a1e3095d44e019
author_id_fullname_str_mv ac45697af84ddd864ca77cbf710a619c_***_Tracey Maegusuku-Hewett
75da95febf4be8fef2a1e3095d44e019_***_Jo Redcliffe
author Tracey Maegusuku-Hewett
Jo Redcliffe
author2 Keiron Hatton
Tracey Maegusuku-Hewett
Jo Redcliffe
format Journal article
container_title Social Work Education
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container_start_page 1
publishDate 2024
institution Swansea University
issn 0261-5479
1470-1227
doi_str_mv 10.1080/02615479.2023.2254778
publisher Informa UK Limited
college_str Faculty of Medicine, Health and Life Sciences
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hierarchy_top_id facultyofmedicinehealthandlifesciences
hierarchy_top_title Faculty of Medicine, Health and Life Sciences
hierarchy_parent_id facultyofmedicinehealthandlifesciences
hierarchy_parent_title Faculty of Medicine, Health and Life Sciences
department_str School of Health and Social Care - Healthcare Science{{{_:::_}}}Faculty of Medicine, Health and Life Sciences{{{_:::_}}}School of Health and Social Care - Healthcare Science
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description 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.
published_date 2024-01-16T08:28:55Z
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