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  • ReeveArticle2012

    Rights statement: The final, definitive version of this article has been published in the Journal, Social Work Education, 31 (2), 2012, © Informa Plc

    Accepted author manuscript, 58.1 KB, PDF document

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

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Preparation for practice: can philosophy have a place in helping students incorporate the social model of disability within their praxis? / Reeve, Donna.
In: Social Work Education, Vol. 31, No. 2, 2012, p. 226-233.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Reeve, D 2012, 'Preparation for practice: can philosophy have a place in helping students incorporate the social model of disability within their praxis?', Social Work Education, vol. 31, no. 2, pp. 226-233. https://doi.org/10.1080/02615479.2012.644966

APA

Reeve, D. (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), 226-233. https://doi.org/10.1080/02615479.2012.644966

Vancouver

Reeve D. Preparation for practice: can philosophy have a place in helping students incorporate the social model of disability within their praxis? Social Work Education. 2012;31(2):226-233. doi: 10.1080/02615479.2012.644966

Author

Reeve, Donna. / Preparation for practice : can philosophy have a place in helping students incorporate the social model of disability within their praxis?. In: Social Work Education. 2012 ; Vol. 31, No. 2. pp. 226-233.

Bibtex

@article{fe86484bb3134fdfb3d9a3aa0369dd91,
title = "Preparation for practice: can philosophy have a place in helping students incorporate the social model of disability within their praxis?",
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 {\textquoteleft}get{\textquoteright}. 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{\textquoteright}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.",
keywords = "Honneth, Recognition, psycho-emotional disablism, Disability Studies, Social Work Education",
author = "Donna Reeve",
note = "The final, definitive version of this article has been published in the Journal, Social Work Education, 31 (2), 2012, {\textcopyright} Informa Plc",
year = "2012",
doi = "10.1080/02615479.2012.644966",
language = "English",
volume = "31",
pages = "226--233",
journal = "Social Work Education",
issn = "0261-5479",
publisher = "Routledge",
number = "2",

}

RIS

TY - JOUR

T1 - Preparation for practice

T2 - can philosophy have a place in helping students incorporate the social model of disability within their praxis?

AU - Reeve, Donna

N1 - The final, definitive version of this article has been published in the Journal, Social Work Education, 31 (2), 2012, © Informa Plc

PY - 2012

Y1 - 2012

N2 - 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.

AB - 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.

KW - Honneth

KW - Recognition

KW - psycho-emotional disablism

KW - Disability Studies

KW - Social Work Education

U2 - 10.1080/02615479.2012.644966

DO - 10.1080/02615479.2012.644966

M3 - Journal article

VL - 31

SP - 226

EP - 233

JO - Social Work Education

JF - Social Work Education

SN - 0261-5479

IS - 2

ER -