Disabled children’s childhood studies and leadership as experts by experience: Learning activism in health and social care education

Curran, Tillie; Sayers, Ruth; Percy-Smith, Barry

Abstract

People involved in disabled children’s childhood studies, and others who contribute their experience of using health and social care services, strongly object to being seen by professionals as ‘the problem’. In contrast Experts by Experience involved in a leadership project used strategies of mutual support towards change. We see learning activism as core to a professional practice that is also about change and explore critical pedagogy for students to directly experience such collaborative ways of working. The chapter begins and ends with reflections by the authors on sharing their personal and political concerns as part of collaborative learning encouraged by the opportunities to join and support the voices of disabled children and their families.

Citation

Curran, T., Sayers, R., & Percy-Smith, B. (2018). Disabled children’s childhood studies and leadership as experts by experience: Learning activism in health and social care education. In K. Runswick-Cole, T. Curran, & K. Liddiard (Eds.), The Palgrave Handbook of Disabled CHildren's Childhood Studies. Palgrave MacMillan

• Publication Date: Jan 3, 2018
• Peer Reviewed: Peer Reviewed
• Book Title: The Palgrave Handbook of Disabled CHildren's Childhood Studies
• ISBN: 9781137544469
• Keywords: experts by experience, leadership, learning activism
• Public URL: https://uwe-repository.worktribe.com/output/872459
• Publisher URL: http://www.palgrave.com/us/book/9781137544452