Blog
About

641
views
0
recommends
+1 Recommend
2 collections
    3
    shares
      • Record: found
      • Abstract: found
      • Article: found
      Is Open Access

      Utilising the ‘common third’ to enhance social work education

      Read this article at

      Bookmark
          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          Abstract

          This article considers the utilisation of the common third to prepare social work students for practice by engaging with education in the broadest sense of the term ( Jackson and Cameron, 2011). Quality social work practitioners need fully developed reflective capacities to assist with the complex issues faced by individuals who experience marginalisation, discrimination, and inequality. In order to help develop autonomous and critical thinkers, which is of the utmost importance for social work, this article considers the value of the common third as part of the learning process. The common third, using activities to strengthen relationships, enhances social work practice and this article evaluates a three-day residential experience of outdoor pursuits in partnership with students, service users, practice educators, and teaching staff. This experience has been undertaken for several years at the University of West London, funded by the Education Support Grant from the Department of Health. Until now only anecdotal accounts were available; however, in 2018 staff sought written and verbal feedback from participants to assist in the writing of this article. This is based on the 2018 experience of 45 first-year social work students, six academic staff members, three service users, and two social work practice educators. The findings support the positive anecdotal accounts given to date and highlight the benefits of the common third in social work education.

          Related collections

          Most cited references 13

          • Record: found
          • Abstract: not found
          • Article: not found

          Fields and institutional strategy: Bourdieu on the relationship between higher education, inequality and society

            Bookmark
            • Record: found
            • Abstract: not found
            • Article: not found

            Reproduction and transformation of inequalities in schooling: the transformative potential of the theoretical constructs of Bourdieu

             Carmen Mills (2008)
              Bookmark
              • Record: found
              • Abstract: found
              • Article: found
              Is Open Access

              Social Pedagogy from a Scottish Perspective

               Mark Smith (corresponding) (2012)
              There is growing interest across the UK around whether European models of social pedagogy might offer a conceptual framework within which to locate social care and social welfare work. Pilot programmes that seek to introduce and apply social pedagogical principles in practice settings are emerging, including in Scotland, where a joint BA run by The University of Aberdeen in conjunction with Camphill Schools was the first qualifying programme in social pedagogy in the UK. Many of these pockets of interest can seem only loosely connected to one another. ‘Scottish Conversations’, an initiative based around The University of Edinburgh, was conceived of to bring together practitioners, academics and policy makers with an interest in social pedagogy, to explore the possibilities and implications of introducing social pedagogical ways of working in Scotland. Considerable work has already been undertaken on this by the children’s charity ‘Children in Scotland’, supported by The Scottish Government. Our intention in this paper is to draw upon existing work and to encapsulate, within one document, key themes from the literature on social pedagogy, and to consider its relevance and possible application in a Scottish context. Specifically, we suggest that social pedagogy offers a means through which distinctively Scottish ideas around social welfare and education might be reframed in a way that resonates with current concerns about the role and direction of social work and social care more broadly. In this sense, we do not restrict our focus to areas of practice such as residential child care with which social pedagogy is most often associated, but consider its features to have relevance across a broad range of provision and professional groupings.
                Bookmark

                Author and article information

                Journal
                IJSP
                International Journal of Social Pedagogy
                UCL Press
                2051-5804
                17 April 2020
                : 9
                : 1
                Affiliations
                Independent Scholar, Hastings, UK; bourdieu09@ 123456icloud.com
                Article
                IJSP-9-6
                10.14324/111.444.ijsp.2020.v9.x.006
                © 2020, Elizabeth McCreadie.

                This is an open access article distributed under the terms of the Creative Commons Attribution License (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited • DOI: https://doi.org/10.14324/111.444.ijsp.2020.v9.x.006.

                Page count
                Pages: 11
                Categories
                Article
                Custom metadata
                McCreadie, E. (2020). Utilising the ‘common third’ to enhance social work education. International Journal of Social Pedagogy, 9( 1): 6. DOI: https://doi.org/10.14324/111.444.ijsp.2020.v9.x.006.

                Comments

                Comment on this article

                International Journal of Social Pedagogy
                Volume 9, Issue 1

                Similar content 75

                Most referenced authors 29