Assessment as the Site of Power: A Bourdieusian Interrogation of Service User and Carer Involvement in the Assessments of Social Work Students

Ann Anka,Imogen Taylor

doi:10.1080/02615479.2015.1129397

Ann Anka, Imogen Taylor

Open Access

https://doi.org/10.1080/02615479.2015.1129397

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Abstract

The centrality of service user and carer involvement in social work education in England is now well established, both in policy and practice. However, research evidence suggests their involvement in student assessments is underdeveloped and under researched. This study focused on the positioning of service users and carers in relation to other stakeholders involved in the assessments of social work students in England. Using narrative research methodology, 21 participants, including service users, carers, social work students, social work employers and social work educators, were offered a semi-structured individual interview. Participants’ narratives revealed different power relations among those involved in social work students’ assessments and a lack of confidence among service users and carers in making failed assessment recommendations. The paper concludes by arguing the case for social work educators and service user organisations to provide joint training to support service users and carers in their role as assessors of social work students.

Highlights

Service user and carer involvement in social work education in the UK is well established
Askheim (2012) notes that social work education in Norway has embraced the involvement of service users, they still do not participate on equal terms
The challenges associated with completing student assessment feedback, and or delivering feedback as well as navigating through complex HEI assessment systems and structures are not acknowledged within this discourse

Summary

Introduction

Service user and carer involvement in social work education in the UK is well established. Research indicates that service users and carers occupy a less powerful position than academics in their role as assessors (Stickley et al, 2011). Skoura-Kirk et al.’s (2013) study reported that whilst service users and carers are included as major stakeholders in social work student assessments, their actual involvement in assessments is peripheral. The less powerful position occupied by service users in social work education appears to be an international issue. Askheim (2012) notes that social work education in Norway has embraced the involvement of service users, they still do not participate on equal terms. Whilst the discourse and concept of service user and carer involvement is emerging from

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