Abstract
This paper explores the implications of service user contributions to social work education in the light of historical critiques of disability research. The paper reflects on the authors' dual service user and academic perspectives as well as their dual disability studies and social work disciplinary affiliations. Referring back to early critiques of disability research, it argues that isolated user involvement in social work education can be problematic, particularly where that involvement is under the control of the academy. Drawing on feminist critiques of traditional social science, the authors present arguments for the collective involvement of service users in research and underpinning knowledge for social work as well as in social work education.
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