Sketch: Using LEGO® to Explore ‘Professional Love’ as an Element of Youth Work Practice—Opportunities and Obstacles

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

This sketch details how dialogical and transformational learning is enhanced when LEGO® is used to facilitate classroom-based discussions with undergraduate students about critical aspects of their professional practice. It details how students can use modelling to represent their sense of identity as youth and community work practitioners, and to facilitate discussions about their professional practice. Particular attention is paid to how students use LEGO® to demonstrate ‘professional love’ as an aspect of practice with children and young people. Students’ use of metaphors is discussed, highlighting the benefit of using LEGO® to facilitate dialogue in the classroom. This alternative approach to discussing practice is shown to impact on students’ behaviour in class, suggesting that the use of LEGO® potentially opens up different neural networks.
Original languageEnglish
Title of host publicationThe Power of Play in Higher Education
Subtitle of host publicationCreativity in Tertiary Learning
EditorsAlison James, Chrissi Nerantzi
Place of PublicationCham
PublisherPalgrave Macmillan, Cham
Chapter31
Pages243-245
Number of pages3
Edition1
ISBN (Electronic)9783319957807
ISBN (Print)9783319957791
DOIs
Publication statusPublished - 27 Mar 2019

Fingerprint Dive into the research topics of 'Sketch: Using LEGO® to Explore ‘Professional Love’ as an Element of Youth Work Practice—Opportunities and Obstacles'. Together they form a unique fingerprint.

  • Cite this

    Purcell, M. E. (2019). Sketch: Using LEGO® to Explore ‘Professional Love’ as an Element of Youth Work Practice—Opportunities and Obstacles. In A. James, & C. Nerantzi (Eds.), The Power of Play in Higher Education: Creativity in Tertiary Learning (1 ed., pp. 243-245). Cham: Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-95780-7_31