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Journal Article

Insider inquiry: developing a relationship based practice when teaching social work students

04 Sep 2014-Educational Alternatives-Vol. 12, Iss: 1, pp 985-992
TL;DR: In this article, the authors introduce a research inquiry to develop a relationship-based practice when teaching social work students, which is a new practice for me when I began in September 2013, a time when reforms were introduced into social work education in the UK.
Abstract: This paper aims to introduce my research inquiry; developing a relationship based practice when teaching social work students. As a Senior Lecturer in Social Work undertaking a Professional Doctorate in Systemic Practice, my choice of inquiry is situated in my everyday practice of teaching. This was a new practice for me when I began in September 2013, a time when reforms were introduced into social work education in the UK. The reforms emphasised the need for social workers to be able to develop effective relationships with service users and professionals. In response to this, I chose to inquire into how I would teach using a relationship based approach, modelling how relationships could be developed. This paper seeks to explain relationship based teaching and present this with alongside current teaching approaches. It then explores the methods intended to be used in the inquiry and considers issues such as power and ethics.

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Citations
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Journal ArticleDOI
TL;DR: In this article, a relational ethical decision to teach social work students from a relationship-based approach was made, which was relationally ethical as my teaching would match the approach students were intended to practice from.
Abstract: Following a discourse in social work education in England about the need for social workers to develop effective relationships with service users and professionals, I made a relational ethical decision to teach social work students from a relationship-based approach. It was relationally ethical as my teaching would match the approach students were intended to practice from. The relationship-based model requires mutual engagement, mutual empathy and mutual empowerment within the student/teacher relationship (Edwards and Richards 2002). Mutuality implies reciprocity, yet it was not a decision agreed with the students to be taught from this approach, therefore is it ethical to expect a mutual response to an approach they have not made an informed decision to be taught from? I aim to explore the ethics of my decision to create mutuality with students who have not formally agreed to be taught from a model which requires them to give of themselves.

8 citations


Cites background from "Insider inquiry: developing a relat..."

  • ...…that requires mutuality, which has been an ethical dilemma of mine: ‘The concept of mutual empathy, engagement and empowerment posed by Edwards and Richards needs to be considered in the context of how mutuality can be achieved in relationships where there is a power imbalance’ (Walker 2014, 990)....

    [...]

Journal Article
TL;DR: In this paper, a reflective discussion of how relationship-based approaches to social work, from psychoanalytical to systemic, have shifted in and out of favour in England, in line with moves to legitimise, professionalise, give credibility and identity to Social Work.
Abstract: This paper is a reflective discussion of how relationship based approaches to social work, from psychoanalytical to systemic, have shifted in and out of favour in England, in line with moves to legitimise, professionalise, give credibility and identity to social work. I set the context with Clare Winnicott and her introduction of the first recognised social work course in England, then go onto discuss after a period of stability, how new theoretical models, and serious case reviews have reshaped social work practice and education over time. I end by presenting current relationship based models underpinned by systemic practice and suggest this should be both the theoretical approach to teaching social work and the delivery of social work practice to provide a relational, pedagogical teaching approach.

5 citations


Cites background from "Insider inquiry: developing a relat..."

  • ...I decided to teach from a relationship based approach, matching the relationship based social work the students should use when they begin practice, (Walker 2014)....

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Journal Article
TL;DR: In this article, a social work educator in England, a black, female, of migrant parents, applies a relationship-based approach to her teaching, which is to create a safe learning environment and to build professional relationships with the students.
Abstract: This article aims to discuss my reflexive account as a social work educator in England, a black, female, of migrant parents, applying a relationship based approach to my teaching. A challenging aspect of my role is to create a safe learning environment and to build professional relationships with the students. This has been contested by the diverse student group (dis)connected by historical colonisation, current globalisation and identities navigating different countries and cultures. With the growth of globalisation and internationalism, the phenomenon of cohorts of students from countries connected by historical colonisation yet separated by language, culture and identity, is likely to be experienced by educators from a range of disciplines in multiple countries. I intend to capture how migration and our embodied experiences of learning and teaching can manifest in the classroom, the implications of this and how educators manage the challenges this can present between themselves and the students.

5 citations


Cites background from "Insider inquiry: developing a relat..."

  • ...The key components of Relational Teaching are mutual engagement, mutual empathy, and mutual empowerment, which are created as the educator leads on building relationships with and between the students (Walker 2014, Walker 2015)....

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Journal ArticleDOI
TL;DR: In this paper, the authors analyze the engagement of social work students from a public participation perspective, considering participation as a core element for social work practice, and propose a model to evaluate the social work student's commitment to public participation.
Abstract: Considering participation as a core element for Social Work practice, this article analyses engagement of Social Work students from a public participation perspective. Youth faces specific ...

3 citations


Cites methods from "Insider inquiry: developing a relat..."

  • ...It shifts teaching and learning from a focus of method for conveying knowledge to a process that is attentive to the ways in which participants create meaning together’ (Walker, 2014, p. 985)....

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References
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Book
01 Jan 1998
TL;DR: Identity in practice, modes of belonging, participation and non-participation, and learning communities: a guide to understanding identity in practice.
Abstract: This book presents a theory of learning that starts with the assumption that engagement in social practice is the fundamental process by which we get to know what we know and by which we become who we are. The primary unit of analysis of this process is neither the individual nor social institutions, but the informal 'communities of practice' that people form as they pursue shared enterprises over time. To give a social account of learning, the theory explores in a systematic way the intersection of issues of community, social practice, meaning, and identity. The result is a broad framework for thinking about learning as a process of social participation. This ambitious but thoroughly accessible framework has relevance for the practitioner as well as the theoretician, presented with all the breadth, depth, and rigor necessary to address such a complex and yet profoundly human topic.

30,397 citations


"Insider inquiry: developing a relat..." refers background in this paper

  • ...Wenger (1998) introduced the concept of ‘communities of practice’ to explain the process by which people in specific groups or communities acquire the knowledge, skills and habits....

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Book
09 Dec 1999
TL;DR: In this article, Patricia Hill Collins explores the words and ideas of Black feminist intellectuals as well as those African-American women outside academe and provides an interpretive framework for the work of such prominent Black feminist thinkers as Angela Davis, bell hooks, Alice Walker, and Audre Lorde.
Abstract: In spite of the double burden of racial and gender discrimination, African-American women have developed a rich intellectual tradition that is not widely known. In Black Feminist Thought, Patricia Hill Collins explores the words and ideas of Black feminist intellectuals as well as those African-American women outside academe. She provides an interpretive framework for the work of such prominent Black feminist thinkers as Angela Davis, bell hooks, Alice Walker, and Audre Lorde. The result is a superbly crafted book that provides the first synthetic overview of Black feminist thought.

10,052 citations

Journal ArticleDOI
01 Jul 2008-Reciis
TL;DR: In this article, Patricia Hill Collins contribui para a consolidacao do Pensamento Feminista Negro propondo uma teoria centrada na teoria critica, in which se privilegia o ponto de vista das mulheres negras.
Abstract: Em Black Feminist Thought, Patricia Hill Collins contribui para a consolidacao do Pensamento Feminista Negro propondo uma teoria centrada na teoria critica na qual se privilegia o ponto de vista das mulheres negras. Para desenvolver o argumento e as estrategias da construcao do seu marco teorico, Collins busca na vivencia e na experiencia da mulher negra norte-americana o trama principal da teoria. Trata-se de um trabalho necessario para a construcao de uma sociedade plural e polifonica cujas diversas vozes podem e devem ser acomodadas no mundo do conhecimento e das ciencias. O trabalho de Collins articula diversas correntes teoricas como estudos de genero e etnia, classes sociais, sociologia da ciencia, pensamento social marxista, teoria critica. Ela se inspira na Perspectiva Feminista de Sandra Harding, dos estudos da sociologia da ciencia, nos trabalhos de Angela Davis, uma das principais referencias dos estudos de genero e etnia e nas historias de vida das mulheres negras que Collins coleta ao longo da pesquisa. O livro de 335 paginas e dividido em tres partes. E na primeira parte que ela constroi a base teorica do Pensamento Feminista Negro que inclui com parte da Teoria Social Critica. De acordo com a autora, a teoria social critica permite analisar a situacao da mulher negra, assim como entender a supressao e a desvalorizacao do Neide Mayumi Osada

2,556 citations