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

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The Social Model of Disability as a Threshold Concept: Troublesome Knowledge and Liminal Spaces in Social Work Education. / Morgan, Hannah.

In: Social Work Education, Vol. 31, No. 2, 2012, p. 215-226.

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@article{864c6536ed1b4f50805584cbb6ecc338,
title = "The Social Model of Disability as a Threshold Concept: Troublesome Knowledge and Liminal Spaces in Social Work Education",
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 {\textquoteleft}helping{\textquoteright} 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 {\textquoteleft}helpful{\textquoteright} 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 {\textquoteleft}get{\textquoteright}, whether they find this troubling and how they can be effectively supported as they move through liminal spaces in social work education.",
author = "Hannah Morgan",
year = "2012",
doi = "10.1080/02615479.2012.644964",
language = "English",
volume = "31",
pages = "215--226",
journal = "Social Work Education",
issn = "0261-5479",
publisher = "Routledge",
number = "2",

}

RIS

TY - JOUR

T1 - The Social Model of Disability as a Threshold Concept: Troublesome Knowledge and Liminal Spaces in Social Work Education

AU - Morgan, Hannah

PY - 2012

Y1 - 2012

N2 - 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.

AB - 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.

U2 - 10.1080/02615479.2012.644964

DO - 10.1080/02615479.2012.644964

M3 - Journal article

VL - 31

SP - 215

EP - 226

JO - Social Work Education

JF - Social Work Education

SN - 0261-5479

IS - 2

ER -