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Purpose– The purpose of this paper is to shed new light on how partnership practices that build resilience in families work. Two broad questions are explored: first, what are the forms of expertise required in practices that effectively... more
Purpose– The purpose of this paper is to shed new light on how partnership practices that build resilience in families work. Two broad questions are explored: first, what are the forms of expertise required in practices that effectively build resilience through partnership?; and second, how can some of the challenges practitioners experience when working in partnership be addressed?Design/methodology/approach– A theoretical approach is taken, framing partnership as collaborative knowledge work between practitioners and clients. Concepts of relational expertise, common knowledge and relational agency are explored as means to understand the forms of expertise involved in partnership. An empirical example is provided from practices guided by The Family Partnership Model, an approach that has been widely implemented.Findings– These concepts help to address three key challenges experienced by practitioners: client readiness for change, maintaining focus and purpose and using specialist e...
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The SIG Members would also like to acknowledge the contribution to the review process made by Ann Lewis (as an invited speaker), together with Trisha Maynard and Cathy Nutbrown and their colleagues (for reading and commenting on the... more
The SIG Members would also like to acknowledge the contribution to the review process made by Ann Lewis (as an invited speaker), together with Trisha Maynard and Cathy Nutbrown and their colleagues (for reading and commenting on the draft). The review was edited by Carol Aubrey (Section II), Angela Anning (Section III), Pam Calder (Section IV), and Tricia David (overall).- 2-
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This research report was published by the Department for Education and Skills before it was split into the Department for Children, Schools and Families (DCSF) and the Department for Innovation, Universities and Skills (DIUS), in June... more
This research report was published by the Department for Education and Skills before it was split into the Department for Children, Schools and Families (DCSF) and the Department for Innovation, Universities and Skills (DIUS), in June 2007. Select additional link for full text.
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Prevenir la deserción escolar requiere de un trabajo interprofesional que aborde de manera coordinada los múltiples factores individuales, escolares y estructurales que llevan a un joven a dejar la escolarización formal. Este estudio... more
Prevenir la deserción escolar requiere de un trabajo interprofesional que aborde de manera coordinada los múltiples factores individuales, escolares y estructurales que llevan a un joven a dejar la escolarización formal. Este estudio examina la configuración del trabajo interprofesional que se diseña e implementa en dos Departamentos Municipales de Educación en Chile para abordar la inasistencia y deserción de estudiantes en la educación secundaria creciendo en situación de vulnerabilidad social. Los datos fueron producidos a través de entrevistas en profundidad con la participación de 63 personas, incluyendo a profesionales, apoderados y estudiantes. El modelo del primer caso está orientado a ofrecer apoyo psicosocial para que los adolescentes puedan desarrollar su proyecto de vida; los profesionales psicólogos, trabajadores sociales y profesores, bajo el liderazgo de la coordinadora comunal y dirección escolar, despliegan agencia relacional y experticia relacional para desarrolla...
... Knowing the people and resources distributed across local networks was an important capacity but ... Relational agency in collaborations for the well-being of children and young people ... it matters and (ii) being professionally... more
... Knowing the people and resources distributed across local networks was an important capacity but ... Relational agency in collaborations for the well-being of children and young people ... it matters and (ii) being professionally multilingual that is, having a working knowledge of ...
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ABSTRACT The paper focuses on preventative services for children, young people and families. It argues that client-led service provision calls for flexibility from service providers, using the distributed expertise to be found across the... more
ABSTRACT The paper focuses on preventative services for children, young people and families. It argues that client-led service provision calls for flexibility from service providers, using the distributed expertise to be found across the professions involved and a high degree of interprofessional trust. All this, in turn, requires a systemic response from the major agencies if they are to support this new professionalism.
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We are writing this article at a time when lobby groups and policy analysts are considering radical change in the nature of the welfare services in England (Leadbeater, 2004). A new script is being devised for public services under the... more
We are writing this article at a time when lobby groups and policy analysts are considering radical change in the nature of the welfare services in England (Leadbeater, 2004). A new script is being devised for public services under the banner headline of 'personalisation through participation'
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... Pat Perks, Stephanie Prestage and Anne Edwards ... Askew (2004) in his analysis of the relationship between the objectives and examples in two primary lessons argues: teachers' subject matter knowledge for teaching will be... more
... Pat Perks, Stephanie Prestage and Anne Edwards ... Askew (2004) in his analysis of the relationship between the objectives and examples in two primary lessons argues: teachers' subject matter knowledge for teaching will be central in mediating between these. Subject matter ...
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... one has done. the support of individual trajectories When examining learning and the conditions in which it occurs, we have worked with parallel but different notions of the zone of proximal develop-ment (ZPD). Firstly, in exploring ...
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In this paper we argue that interventions aimed at preventing social exclusion need to be informed by detailed analysis of the formation, disruption, reformation and support of trajectories of participation in the opportunities for action... more
In this paper we argue that interventions aimed at preventing social exclusion need to be informed by detailed analysis of the formation, disruption, reformation and support of trajectories of participation in the opportunities for action provided. We draw on evidence we gathered on the lives of two women who used an inner city drop‐in centre to discuss how resilience and
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... Record Details - EJ461116. Title: Curriculum Co-ordination: A Lost Opportunity for Primary School Development? Full-Text Availability Options: ... Title: Curriculum Co-ordination: A LostOpportunity for Primary School Development?... more
... Record Details - EJ461116. Title: Curriculum Co-ordination: A Lost Opportunity for Primary School Development? Full-Text Availability Options: ... Title: Curriculum Co-ordination: A LostOpportunity for Primary School Development? Authors: Edwards, Anne. ...
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The Children's Fund was set up in 2000, in part as a catalyst to move forward interagency co-operation and child and family-led preventative services in local authorities. The initiative will run until 2008 and have total funding of... more
The Children's Fund was set up in 2000, in part as a catalyst to move forward interagency co-operation and child and family-led preventative services in local authorities. The initiative will run until 2008 and have total funding of £960m over the life of the programme. It is, ...
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The main focus of the book is the middle layer of relational action that lies analytically between the system and the individual and which is connected to both. As I discuss expertise in this chapter, I move between the relational aspects... more
The main focus of the book is the middle layer of relational action that lies analytically between the system and the individual and which is connected to both. As I discuss expertise in this chapter, I move between the relational aspects of activities and the practices that comprise the systemic in order to understand how relational task accomplishment is achieved. Topics covered include a brief look at some of the individual psychological accounts of expertise which emphasise relational aspects; an introduction to Holland’s idea of figured worlds of practices in which people can become expert; a discussion of the expertise that is distributed across systems; the importance of knowledge to networked and collective practices; and expertise as successful purposeful engagement in practices.
In this chapter I turn to the challenges facing researchers who attempt to capture the relational turn in expertise. In other words, what are the objects of enquiry and how do we get to grips with them as researchers? The chapter briefly... more
In this chapter I turn to the challenges facing researchers who attempt to capture the relational turn in expertise. In other words, what are the objects of enquiry and how do we get to grips with them as researchers? The chapter briefly reprises the main themes of the book; discusses the demands of a focus on the shifting intertwining of mind and world; and describes some of the approaches taken by researchers who study practices using the analytic resources to be found in the Vygotskian legacy. Topics covered include identifying the object of enquiry; background and foreground in research design; discursive approaches to researching professional practices; narratives and personal trajectories; and interventionist research. The chapter then concludes with a summary of the challenges of researching the relational turn.
... operationalizing of Vygotsky's method of dual stim-ulation in DWR (Engeström, 2007d) is an exemplar without equal of how the concepts of social science can be donated to enable people to harness the juggernaut. The ideas of... more
... operationalizing of Vygotsky's method of dual stim-ulation in DWR (Engeström, 2007d) is an exemplar without equal of how the concepts of social science can be donated to enable people to harness the juggernaut. The ideas of “collaborative intentionality capital” and “object ...
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... one has done. the support of individual trajectories When examining learning and the conditions in which it occurs, we have worked with parallel but different notions of the zone of proximal develop-ment (ZPD). Firstly, in exploring ...