The relationship to otherness in the educational relationship as an expression of the meaning of professional involvement in students training in social work
Cavard, Caroline-Marie
The relationship to otherness in the educational relationship as an expression of the meaning of professional involvement in students training in social work - 2023.
79
Anchored in the discipline of education and training sciences and analyzed from the specific angle of social psychology, which is mobilized as a contributing discipline, we are interested in the professionalization of social work actors from the point of view of professional training. In this article, we specifically examine forms of otherness (Briançon 2015), considered as determining the nature of actors’ professional involvement (Mias 1998), based on the analysis of the discourses of special educators, educational instructors, and educational and social support workers in training from two training centers. Through six focus groups, we will see that for the actors interviewed, what is most important and what seems to be the predominant form of otherness in the educational relationship is “external” otherness, namely, the person being supported is central and becomes almost the sole basis of their professional involvement.
The relationship to otherness in the educational relationship as an expression of the meaning of professional involvement in students training in social work - 2023.
79
Anchored in the discipline of education and training sciences and analyzed from the specific angle of social psychology, which is mobilized as a contributing discipline, we are interested in the professionalization of social work actors from the point of view of professional training. In this article, we specifically examine forms of otherness (Briançon 2015), considered as determining the nature of actors’ professional involvement (Mias 1998), based on the analysis of the discourses of special educators, educational instructors, and educational and social support workers in training from two training centers. Through six focus groups, we will see that for the actors interviewed, what is most important and what seems to be the predominant form of otherness in the educational relationship is “external” otherness, namely, the person being supported is central and becomes almost the sole basis of their professional involvement.
Réseaux sociaux