Lancaster EPrints

The Social Model of Disability as a Threshold Concept: Troublesome Knowledge and Liminal Spaces in Social Work Education

Morgan, Hannah (2012) The Social Model of Disability as a Threshold Concept: Troublesome Knowledge and Liminal Spaces in Social Work Education. Social Work Education, 31 (2). pp. 215-226. ISSN 0261-5479

Full text not available from this repository.

Abstract

This paper draws on the notion of threshold concepts to consider the way in which disability studies has the capacity to transform social work students' understandings of disability and therefore influence their practice. Most students enter social work programmes with the professed aim of ‘helping’ and so to be confronted by an approach (the social model of disability) and a body of research and theorising (disability studies) that challenges their taken-for-granted assumption that social work practice is ‘helpful’ is unsettling and can lead to resistance. The purpose of this article is to interrogate practice on a social work programme where a commitment to social model practice is explicated and embedded with the purpose of identifying what it is we want students to ‘get’, whether they find this troubling and how they can be effectively supported as they move through liminal spaces in social work education.

Item Type: Article
Journal or Publication Title: Social Work Education
Subjects: H Social Sciences > H Social Sciences (General)
Departments: Faculty of Arts & Social Sciences > Applied Social Science
ID Code: 55448
Deposited By: ep_importer_pure
Deposited On: 28 Jun 2012 09:25
Refereed?: Yes
Published?: Published
Last Modified: 09 Apr 2014 23:42
Identification Number:
URI: http://eprints.lancs.ac.uk/id/eprint/55448

Actions (login required)

View Item