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Innovative collaboration : with students, lecturers and the community

Hesk, GCO and Chandra, Carl 2016, Innovative collaboration : with students, lecturers and the community , in: Annual Health and Social Care Conference 2016:Inspire to succeed: Transforming teaching and learning in Health and Social Care, 24–25 February 2016, 200 St Vincent Street, Glasgow. (Unpublished)

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We believe that community activism and citizen partnership are integral to social work education and actually impact on the 'accessibility' and 'image' of social work today. The reproduction of activism in practice delivered by our dynamic students is proof that this complex and reciprocal exchange of knowledge; knowledge of the 'lived experience' and knowledge of 'what consequences can occur as a result', can benefit civil society on various levels, through the enhancement of mutual understanding, and compassion. Community activism can be viewed as a 'giving exercise' however we want you to consider the benefits of this for all involved, through our observations of student activism and engagement with the community. Having experienced supporting a variety of community activism projects with students within the community, we will explore some of the examples of this engagement, with students 'lived experiences' and feedback on their project management skills, funding bids skills, inter-professional experience gained, alongside the involvement of working in with a diverse community group. We will consider the process of linking experiential learning and the development of a critically enquiring and theoretical knowledge base, whilst having fun, extending learning to those who may have different learning styles and approaches and stretching those who are taken out of their comfort zone. One example the 'Our Home Our Salford’ project at The University of Salford, mirrors the concept of Boyce Davies's, (1994),‘insider’ and ‘outsider’; bringing the 'community' into the University and the 'University' (students) out into the community, on a much different level than most 'organised practice learning placements' within social work education could do. There is the organic development which comes 'hand in hand' with community activism, as it progresses and re-forms itself. Hadi and Hesk (2015) discuss this in their reference to Schon's (1983) 'messy learning', which allows students to experience learning as they go, enabling them to make mistakes with the support and acceptance of the community, who in turn guides them. This exchange of 'power' and 'trust', between student and community member is integral and crucial for all involved to understand one another and allows for theoretical concepts such as Crenshaw’s (1989) intersectionality and the impact of when ‘multiple oppressions’ connect to become truly embedded with the psyche of our next generation of social workers. .

Item Type: Conference or Workshop Item (Paper)
Schools: Schools > School of Nursing, Midwifery, Social Work & Social Sciences > Centre for Nursing, Midwifery, Social Work & Social Sciences Research
Funders: The School of Nursing Midwifery, Social Work and Social Sciences, The University of Salford:INTERNATIONAL CONFERENCE FUND 2015/16
Depositing User: Ms Gabrielle Hesk
Date Deposited: 29 Feb 2016 14:39
Last Modified: 29 Feb 2016 14:39

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