Suchergebnisse

Agile working (flexibility about where and when practitioners do their work) is increasingly common across public sector social work, but there has been little research about how practitioners engage with it or its impacts on communication between social workers, their colleagues and the families with whom they work. This article presents findings from an ethnographic study of a children's safeguarding social work team in an English local authority who were engaged in agile working. It draws on data from observations, local authority documents, semi-structured interviews, participant research diaries, participants' photographs and the researcher's photographs taken during fieldwork. An analytical frame drawing on Henri Lefebvre's concept of spatial dialectics and Wanda Orlikowski's concept of sociomateriality is used to identify how agile working involves entanglements of practitioners and families with restructured office spaces, digital information systems and mobile devices such as convertible laptop–tablet computers and mobile phones. Innovations such as these are commonly understood as promoting more effective and transparent social work practice, but the study's data show that entanglements between workspaces, digital devices and people in practice are having multiple effects, producing new hierarchies of belonging in space, shaping what can be communicated, and the ways it can be presented and received. The article argues for critical attention to the role of material space in digital and place-based innovations in social work practice.

AbstractChild and family social workers in Britain are increasingly working in multidisciplinary settings such as Multi‐Agency Safeguarding Hubs (MASHs). This article uses discourse analysis techniques to examine data from an ethnographic study of children's social workers and police officers working together in a MASH, considering the corporeal forms and movements that practitioners evoked in their talk about practice. Social workers used metaphors of slow movements and soft, small, and malleable bodies, in contrast to the fast movements and firm trajectories alluded to in police officers' talk.The paper draws on this analysis to identify differences in social workers' and police officers' forms of knowledge and ways of valuing practice implicit in their accounts of good practice. It contributes to recent discussions of space, mobility, and embodiment in social work literature and shows how discursive analyses can add to the developing knowledge about these matters. The paper suggests that evaluations of multiagency settings such as MASHs should attend to practitioners' distinctive forms of knowledge and imagination.

This article presents findings from an ethnographic study of child protection social workers in Britain, which explored social workers' experiences of and practices in space and place. It draws on data from interviews with practitioners and observations that were carried out as social workers moved around the places (the town, estates, streets and areas around service users' homes) where they worked. It focuses on the significance of a particular affective experience, the uncanny, which social workers evoked in many of their accounts of these places. The article introduces recent conceptualisations of space, affect and the uncanny before going on to consider data from the interviews. The following themes are explored: the relationships between the intimate spaces of service users' homes and the neighbourhoods in which they were located; social workers' accounts of feeling vulnerable in public and open spaces; social workers' experiences of feeling unsettled by apparently mundane features of neighbourhood spaces. The article draws on critical engagements with the uncanny to consider its significance for child protection social work practice in Britain and its consequences in terms of social workers' potential to work in emplaced and locally sensitive ways.

AbstractThere has been a shift towards social workers in many areas of the UK being based in large open plan offices and working more flexibly and remotely in space. This approach is commonly referred to as 'agile working'. The paper explores the impact of agile working on social workers' practices and experiences in office spaces. It discusses data from an ethnographic study of children's safeguarding social work teams in two locations. One team was based in a large open plan office and was engaged in agile working, the other team was located in a much smaller office and was not using this approach. Data from observations of practice, analysis of material spaces, and interviews with social workers and those responsible for planning office space are examined. The paper concludes that there are qualitative differences between such spaces which are due to agile working arrangements and which are likely to impact significantly on social workers' experiences of practice, interactions with colleagues and development of practice knowledge. The data also suggest a lack of understanding in social work of the spatial requirements of practitioners and the significance that private and open space has for children's social work in the current UK context.

Abstract
Hybrid working, where social workers frequently work from home and use digital technology to communicate with colleagues and people using services, has become common practice in UK social work. This article presents findings from an ethnographic study of child and family social work practice in three local authorities in England. The study involved interviews and observations of practice with twenty-one social workers, over the course of six to twelve months in each site, and focus groups with young people and families who used child protection services. It used a theoretical frame of socio-materiality to examine social workers' experiences of work and their digitally mediated interactions, sense-making and relationships with colleagues, supervisors, young people and families. The study found hybrid working and digitally mediated practices had significant impacts on social workers' interactions, relationships and experiences. These impacts were particularly likely to be negative for less experienced practitioners, while some more experienced practitioners had more autonomy over their work and experienced it as more creative and meaningful. The study raises questions about how less experienced social workers can be supported and helped to develop as practitioners, in working environments where they are more often working alone.

En los últimos años, las políticas neoliberales relativas a la educación superior han condicionado a las universidades a ser espacios mercantilistas, invisibilizando las diferencias étnico-culturales. Este artículo presenta una investigación de docencia universitaria realizada en el grado de educación social en una universidad española. El proyecto utilizó las contra-cartografías con el fin de visibilizar la dimensión cotidiana de las atmósferas del espacio urbano y, así, reflexionar críticamente sobre él. Se obtuvieron cuarenta y seis contra-cartografías a través de un enfoque visuales-sensorial y, estas, fueron analizadas a través del prisma de la pedagogía crítica. Los resultados evidencian cómo generar prácticas sociales situadas en un contexto sociocultural específico mejora la docencia y formación universitaria, posibilitando a los futuros educadores tomar consciencia de sus entornos y realidades sociales.

Abstract
In recent years, neoliberal government policies relating to higher education have diminished universities as spaces of learning and encounter with difference. This article discusses a teaching project that occurred on social work qualifying programmes in two universities in Britain and Spain. The project aimed to produce new opportunities for students to encounter and critically reflect on how power relations are produced and maintained in social work practice, by engaging students in mapping the atmospheres of stigmatised urban spaces. Students used counter-mapping techniques, which aim to make visible power relations and inequalities, in order to critically reflect on their experiences of and practices in such spaces. The article evaluates data in the form of students' cartographies and narratives, and educators' photographs and reflections on teaching, arguing for the benefits of moving teaching outside of the classroom and engaging with the material, sensed realities of places where social workers work. The article builds on recent conceptualisations of atmosphere and space in social work literature, contributes to discussions of critical reflection and critical pedagogy in social work and provides examples of the use of counter-mapping as a pedagogical tool in higher education contexts.