Empowering interventions in health and social care: Recognition through ‘ecologies of practice’

Abstract

Ecologies of practice are also informed by practitioners' experiential knowledge. However, this process is largely unacknowledged, partly because it does not fall within a managerialist framework of 'performativity' and partly because it often reflects taken-for-granted, gendered patterns. It is argued here that a critical understanding of 'empowerment', in community-based health initiatives, requires clear acknowledgment of these inter-subjective and gendered dimensions of 'ecologies of practice'.

Ethics of Care and Urban Aboriginal and Torres Strait Islander Breastfeeding beyond Three Months

“…We saw in this study, as elsewhere [40], that health professionals can make a difference to breastfeeding initiation, intensity and duration through working with an ethic of care. For most mothers in this study, care factors during the early weeks and months had a strong impact on breastfeeding outcomes:positive outcomes in terms of breastfeeding beyond 3 months were observed when health professionals practice mother-center, relational care.…”

Social and political perspectives on the psychotherapy and counselling profession: Returning caravelles

“…Our aim, as stated at the beginning of this article, has been to inspire us to see these limitations more clearly. Grassroots practitioners are already negotiating 'managerial requirements without being subjugated to them' in a way which is consistent with the principle of 'ecologies of practice', in order to overcome the split between the public and the private (Fisher & Owen, 2008). Furthermore, the therapy profession, with its wealth of research into the microphenomena of the relational in the private interaction between two individuals, has a great deal to offer to an under standing of the emotional and psychological impact humans have on each other in all social contexts.…”

“…Moreover, grassroots users and practitioners are modifying NPM principles. They are, in effect, subverting them by virtue of the fact that they naturally construct 'experiential and relationally-based knowledge' or 'ecologies of practice' (Fisher & Owen, 2008, p. 2065) within NPM systems based on 'aesthetic rationality' (P. Fisher & D. Freshwater, aesthetic rationality paper, personal communication, 2014a). They thereby negotiate 'managerial require ments without being subjugated to them' (P. Fisher, personal communica tion, 2013).…”

Tackling the crisis facing young people: building ‘high opportunity progression eco-systems’

“…Siemens, 2003); professional practice (e.g. Fisher & Owen, 2008;Stronach et al, 2002); education policy-development (e.g. Raffo et al, 2010;Weaver-Hightower, 2008); and processes of evolution, resilience, sustainability and change management (e.g.…”

“…In terms of professional practice, a more expansive LLE invites teachers and lecturers to be prepared to collaborate with different types of professionals (e.g. health, business) (Warmington et al, 2004) and to become more aware of the professional practices and systems needed to open up opportunities for the young people in the locality (see for example the work on 'ecologies of practice' by Boylan, 2005;Fisher & Owen, 2008;Stronach et al, 2002). Building on this expansive approach to the meso level, the HOPE exo 1 system level features a high degree of curricular, professional and civic organisation comprising strongly collaborative institutional arrangements; a comprehensive curriculum offer with clear 14+ progression pathways that are agreed and designed by groups of professionals working with the wider community and social partners; and the provision of high quality, impartial CEIAG for all learners at key transition points.…”