Disabled Children’s Childhood Studies and Leadership as Experts by Experience’ Leadership: Learning Activism in Health and Social Care Education

Tillie Curran, Ruth Sayers, Barry Percy-Smith

Research output: Chapter in Book/Report/Conference proceedingChapter

1 Citation (Scopus)

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.
Original languageEnglish
Title of host publicationThe Palgrave Handbook of Disabled Children's Childhood Studies
EditorsKatherine Runswick-Cole, Tillie Curran, Kirsty Liddiard
Place of PublicationBasingstoke
PublisherPalgrave Macmillan Ltd.
Pages501-521
Number of pages21
Edition1st
ISBN (Electronic)9781137544469
ISBN (Print)9781137544452
Publication statusPublished - 5 Nov 2017

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    Curran, T., Sayers, R., & Percy-Smith, B. (2017). Disabled Children’s Childhood Studies and Leadership as Experts by Experience’ Leadership: 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 (1st ed., pp. 501-521). Palgrave Macmillan Ltd.. http://eprints.hud.ac.uk/id/eprint/31031