Lessons Learned from Three Projects Linking Social Work, the Arts, and Humanities

Moxley, David P.; Feen-Calligan, Holly

doi:10.1080/02615479.2012.695160

Cited by 32 publications

(26 citation statements)

References 21 publications

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“…Finally, performance poetry becomes a form of intervention or social action that reaches out to touch the hearts and minds of the audience in a direct and transformative way as the poet/performer becomes the educator; the performance setting itself may also provoke social interaction and dialogue, which encourages the audience to recognise themselves as having a part to play in finding a greater solution (Moxley, Feen-Calligan, and Washington 2012;Potash and Ho 2011). Similar to other arts-based research approaches, it was hoped that the process of writing and performing poetry would also provide those participating in the project with a critically 'reflective lens' to explore their experiences and longer term aspirations (Palidofsky 2010) and also to empower them as active knowledge creators and artists who exercise creative control over their work, telling their own stories in ways they find most meaningful (Moxley, FeenCalligan, and Washington 2012).…”

Section: Performance Poetry As a Research Methodsmentioning

confidence: 98%

“…Such approaches offer the opportunity to see 'through the eyes of research participants, and a belief that social behaviour cannot be grasped until the researcher has understood the symbolic world of the research participants' (French and Swain 2004, 17). The young poets became engaged and productive commentators on social conditions relevant to their everyday experience (Moxley, Feen-Calligan, and Washington 2012), seeking to move their audiences closer to an understanding of what disability means for them, a tradition consistent with activist poetry (Kaminsky 1984;Schiff 1995;Gold 2012).…”

Section: Disseminating the Poetrymentioning

confidence: 99%

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Challenging perceptions of disability through performance poetry methods: the ‘Seen but Seldom Heard’ project

Hodges

Fenge

Cutts

2014

Disability & Society

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This paper considers performance poetry as a method to explore lived experiences of disability. We discuss how poetic inquiry used within a participatory arts-based research framework can enable young people to collectively question society's attitudes and actions towards disability. Poetry will be considered as a means to develop a more accessible and effective arena in which young people with direct experience of disability can be empowered to develop new skills that enable them to tell their own stories. Discussion of how this can challenge audiences to critically reflect upon their own perceptions of disability will also be developed.

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Section: Performance Poetry As a Research Methodsmentioning

confidence: 98%

Section: Disseminating the Poetrymentioning

confidence: 99%

Challenging perceptions of disability through performance poetry methods: the ‘Seen but Seldom Heard’ project

Hodges

Fenge

Cutts

2014

Disability & Society

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“…Other examples include digital story telling (Lenette et al, 2013), performance (MENCAP, 2011) and film making (Morris et al, 2013) for distribution and dissemination in the wider community. As Moxley et al (2012) claims, professionals can help to empower users of services by giving them the status of artists, telling their own stories of oppression.…”

Section: The Practice Educator As Exhibition Curatormentioning

confidence: 99%

“…In an example from Moxley et al (2012), social work students supported older minority women who had experienced homelessness in representing those experiences through photographs, drawings and poems. The group collaborated with designers to produce a professional exhibition for the public and decision makers locally.…”

Section: The Practice Educator As Exhibition Curatormentioning

confidence: 99%

The practice educator as museum guide, art therapist or exhibition curator

Couchman

Hafford‐Letchfield²,

Leonard

2014

The Journal of Practice Teaching and Learning

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Abstract:The use of arts-based approaches in professional education in health and social care has gathered momentum in the last decade and their effectiveness has been well documented. There are helpful models in the education literature that begin to explain how these creative methods work in learning and practice, and that assert the significance of an emotional or affective level of learning. However, the process remains elusive, almost a 'given'. A more cross-disciplinary analysis of affective learning is needed to guide arts-based methods and more robust evaluation of their use in health and social care education and practice. This paper identifies different roles that can be taken by the practice educator with a review of those theoretical models of affective learning that underpin them to help understand how and why arts-based approaches are effective.

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“…Social work scholars note the potential of this interdisciplinary linkage to contribute to professional development of students allowing them access to greater engagement with course material, a more critical and reflexive conceptualization of knowledge, enriched understanding of client experiences, and the potential to contribute to improved service provision and resistance against oppression (Bozalek & Biersteker, 2010;Christensen, 2014;Dennison, 2011;Moxley, Feen-Calligan, & Washington, 2012;Ranta-Tyrkko, 2010;Shdaimah, 2009). In a special issue of Social Work Education journal exploring the interconnections between art and pedagogical practices, Hafford-Letchfield, Leonard, and Couchman (2012) highlight this emerging area of scholarship, and call for future research to support the development of this avenue.…”

mentioning

confidence: 99%

Intersecting Interests: Qualitative Research Synthesis on Art in the Social Work Classroom

et al. 2017

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This paper reports on a qualitative research synthesis that explored the intersections between art and social work. The scholarship notes a rise in interest in integrating creative arts practices in social work classrooms from assignment design to classroom activities. Also highlighted are the potential contributions of these arts-informed practices to teaching about topics related to oppression. The synthesis presented in this paper explored this potential through an interpretivist analysis of articles on the intersection of art and social work. Findings highlight the contribution of this approach to enhancing student engagement and critical reflexivity; creating a sense of collectivity and solidarity in the classroom; as well as transforming the role of the educator. Findings suggest the need for further research to explore the potential contributions of arts-informed approaches in social work education beyond a single classroom. Cet article présente la synthèse d’une recherche qualitative qui a exploré les intersections entre l’art et le travail social. Les recherches effectuées indiquent qu’il existe une augmentation de l’intérêt à intégrer les pratiques des arts créatifs dans les salles de classe de travail social, allant de la conception des devoirs aux activités en salle de classe. Les contributions potentielles de ces pratiques qui intègrent l’art à l’enseignement de sujets liés à l’oppression sont également mises en relief. Les synthèses présentées dans cet article explorent ce potentiel par le biais d’une analyse interprétative d’articles qui se situent à l’intersection de l’art et du travail social. Les résultats mettent en relief la contribution de cette approche à l’amélioration de l’engagement des étudiants et de la réflexion critique; à la création d’un sens de collectivité et de solidarité dans la salle de classe; ainsi qu’à la transformation du rôle de l’éducateur. Les résultats suggèrent qu’il faudrait mener d’autres recherches afin d’explorer les contributions potentielles des approches qui intègrent l’art dans l’enseignement du travail social au-delà de la simple salle de classe.

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Lessons Learned from Three Projects Linking Social Work, the Arts, and Humanities

Cited by 32 publications

References 21 publications

Challenging perceptions of disability through performance poetry methods: the ‘Seen but Seldom Heard’ project

Challenging perceptions of disability through performance poetry methods: the ‘Seen but Seldom Heard’ project

The practice educator as museum guide, art therapist or exhibition curator

Intersecting Interests: Qualitative Research Synthesis on Art in the Social Work Classroom

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