Finding a place for art-informed approaches in social work practice education: a pilot study in the form of an experimental research workshop

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ABSTRACT

In 1986 Hugh England published his seminal book ‘Social Work as Art’ in which he mounted a spirited defence of the creative, intuitive and self-expressive notions of social work practice against a rising tide of hard scientific empiricism, proceduralism and managerialism. The debate has resurfaced with increasing regularity, particularly as social workers carry out their interventions in a climate of neo-liberalism and challenging public sector economics, where creativity is ill-defined and more related to the mantra of ‘doing more with less’. Central to the debate is the threat to the profession’s aspiration of promoting social change, social cohesion, and the empowerment and liberation of people. Positioned against this backdrop, a pilot study employed an experimental workshop approach and included social work practice educators who support and assess social work students during their placements. The participants explored how students can develop their critical reflective skills and resiliency using art-informed approaches. The benefits and barriers to being a creative practice educator were examined, and how practice educators can facilitate and support the student’s reflective and reflexive development using creative methodologies. The workshop offered findings that highlighted the importance of the creative identities of those involved in art-informed teaching and learning, and could possibly inform future research.

KEYWORDS:

• Practice education
• art-informed
• experimental research workshop

Additional information

Notes on contributors

David Collins

David Collins is a senior lecturer in social work at Birmingham City University. His educational doctorate explores art-informed pedagogies in practice education. He is also a painter and print maker.