Preparation for practice:can philosophy have a place in helping students incorporate the social model of disability within their praxis?

Reeve, Donna (2012) Preparation for practice:can philosophy have a place in helping students incorporate the social model of disability within their praxis? Social Work Education, 31 (2). pp. 226-233. ISSN 0261-5479

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Abstract

This short paper emerges from an engagement with the paper by Morgan in this special edition which argues that the social model of disability can be viewed as a threshold concept which students struggle to ‘get’. I suggest that introducing social work students to philosophical concepts such as recognition at an early stage of their learning about skills, values and anti-oppressive practice, could facilitate the transition over this disability studies threshold, reducing the potential for ritualised performance instead of true understanding. It will be argued that Honneth’s account of recognition in particular can be helpful in reducing the risk of psycho-emotional disablism within professional relationships between social work students and disabled service users. However, I also suggest that encouraging students to engage with philosophical questions about personhood and humanity are crucial to maintaining true anti-oppressive practice at a time of financial cutbacks in social work services.

Item Type:
Journal Article
Journal or Publication Title:
Social Work Education
Additional Information:
The final, definitive version of this article has been published in the Journal, Social Work Education, 31 (2), 2012, © Informa Plc
Uncontrolled Keywords:
/dk/atira/pure/subjectarea/asjc/3300/3304
Subjects:
ID Code:
69660
Deposited By:
Deposited On:
13 Jun 2014 08:11
Refereed?:
Yes
Published?:
Published
Last Modified:
15 Jul 2020 04:33