Towards recognising practitioners working in out-of-home care as experts in everyday life: A conceptual critique

Cameron, Claire

doi:10.14324/111.444.ijsp.2020.v9.x.019

Cited by 3 publications

(3 citation statements)

References 28 publications

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“…Care, they go on to assert, is demonstrated 'in broadly cultural and practical actions such as the symbolism of food, issues of the body and aspects of touch' (Pithouse and Rees, 2011, p. 196). In this sense, foster carers might be thought of as experts in the everyday (Cameron, 2020). Wade et al (2012) made similar points relating to this idea of 'workings out' or 'fit' between carers and foster children.…”

Section: A Social Pedagogical Orientation To Foster Carementioning

confidence: 98%

‘We need to talk about Bona’: An autoethnographic account of fostering an unaccompanied asylum seeker

Daly¹,

Smith²

2021

International Journal of Social Pedagogy

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This article offers an account of the authors’ experiences as foster carers for an unaccompanied asylum seeker (and through him, supporting other asylum-seeking boys). We are both qualified and experienced social workers, now social work academics living and working in Scotland, whose practice is informed by socio-pedagogical perspectives. Our backgrounds have given us unique and finely grained insights into the daily care issues facing young asylum seekers set against a backdrop of global movement. We discuss the need to provide care that offers cultural safety; the centrality within this of recognising and seeking to understand religious beliefs and practices; the experiences of young people growing up in conditions of liminality, negotiating two very different cultures; the inadequacy of current social work responses; the importance of everyday care and relationships and the need for a curious and reflexive orientation from caregivers.

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Section: A Social Pedagogical Orientation To Foster Carementioning

confidence: 98%

‘We need to talk about Bona’: An autoethnographic account of fostering an unaccompanied asylum seeker

Daly¹,

Smith²

2021

International Journal of Social Pedagogy

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“…1 (2022), https://doi.org/10. 14324 in those years 36 and was beginning to impose certain ways of acting on social professionals. 37 The second is that his approach connects directly with Nohl's socio-pedagogical theory of everyday life.…”

Section: The Meaning Of Everyday Life and Lifeworldmentioning

confidence: 99%

Ideas for Mapping Lifeworld and Everyday Life in Practical Social Pedagogy

Úcar

2023

Educational Theory

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Since the 1970s, the concepts of “lifeworld” and “everyday life” have been part of the discourse of social pedagogy and social and educational work in general. Xavier Úcar's objective in this article is to generate and communicate socio‐pedagogical knowledge that helps social pedagogues to build socio‐educational relationships that are more effective, more sustainable, more satisfactory, and ultimately richer in terms of both experiences and learning for participants. A conceptually oriented, nonsystematic analysis procedure was used to conduct this research. The procedure involved an in‐depth investigation of documents that focus on the two target areas of this study: (1) social pedagogy, and (2) lifeworld and everyday life. The results describe the theoretical background of lifeworld and everyday life, discuss the development of the perspective of “lifeworld orientation” within the framework of social pedagogy in Germany, and analyze how everyday life is understood through actions undertaken by social pedagogues. These results provide ideas for mapping the essential dimensions of everyday life from the perspective of social pedagogy.

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“…The hierarchical nature of the proposed workforce framework is already evident in practice. Baron and Mitchell (2018), for instance, designate residential care workers in a Scottish secure unit, not as highly skilled experts in everyday care (Cameron, 2020) but as 'novice therapists' beholden to the real therapist, the trauma 'specialist', thus consolidating the role and status of such 'specialists' and, by extension, devaluing the role of those who provide everyday care. Yet, interestingly, the same desired outcome of emotional self-regulation sought by Baron and Mitchell does not require psychological intervention, but can, equally, be achieved in a socio-educational context through teaching philosophy to children in secure accommodation (Heron and Cassidy, 2018).…”

Section: Psychologising Carementioning

confidence: 99%

Trauma: An Ideology in Search of Evidence and its Implications for the Social in Social Welfare

2021

Self Cite

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A recent special issue of this journal focussed on the emergence of the Adverse Childhood Experiences (ACEs) movement as a key driver of Scottish social policy. In this article, we extend the critiques advanced therein by locating ACEs within a wider cultural turn towards psychological trauma which, over the past decade, has become reified as a master theory across social welfare. Yet, the concept is insubstantial and ill-defined, and the claims made for policy based upon it are at best disputable. Its prominence is less evidence-based than it is testimony to how a particular (cultural and professional) ideology, regardless of its intellectual merit, can be insinuated into policy discourse. ACEs, we suggest, is utilised to provide the trauma paradigm with some ostensibly quantifiable substance. We illustrate our argument through reference to the Scottish Government’s National Trauma Training Programme (2020). We go on to consider some of the implications of such ideological capture for the direction of Scottish social welfare policy and practice. The prominence given to trauma perspectives has potentially iatrogenic consequences for those identified or self-identifying as traumatised. At a wider level, it reflects a professional and epistemic privileging of a narrow, ostensibly therapeutic, worldview which, in turn, acts to marginalise ‘the social’ that characterised erstwhile Scottish approaches to welfare.

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Towards recognising practitioners working in out-of-home care as experts in everyday life: A conceptual critique

Cited by 3 publications

References 28 publications

‘We need to talk about Bona’: An autoethnographic account of fostering an unaccompanied asylum seeker

‘We need to talk about Bona’: An autoethnographic account of fostering an unaccompanied asylum seeker

Ideas for Mapping Lifeworld and Everyday Life in Practical Social Pedagogy

Trauma: An Ideology in Search of Evidence and its Implications for the Social in Social Welfare

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