000			01847cam a2200253 4500500
005			20250112050042.0
041			_afre
042			_adc
100	1	0	_aJoffres, Sébastien _eauthor
245	0	0	_aWho creates social work training curricula? On students’ participation
260			_c2023.
500			_a6
520			_aIt is interesting to analyze the participation of social work students in the development of the training curriculum. The attitudes that trainers promote among their students are fundamental in the transmission of the professional habitus. We thus propose the hypothesis that the experience of participation as a student informs the way future social workers will view participation in professionalization issues and make room for the people they support. To analyze student participation, we will follow the path of the evaluations that students and trainers make of the training apparatus, looking at their consideration and their repercussions for the future of the training, at the scale of a college. Thus, we will show that the creation of training arrangements is the responsibility of the trainers. In line with a Foucauldian reading in terms of power, students must hand over their words and proposals to the trainers, who, in a discretionary way, will decide on future steps. The only entity the students can produce is themselves. They have no real or direct participation in the construction of what concerns them.
690			_asocial work training
690			_aparticipation
690			_apower relations
690			_aprofessionalization
690			_asocial work
690			_atraining
690			_aprofessionalization
690			_apower relationship
786	0		_nPhronesis | 12 | 1 | 2023-01-02 | p. 64-78
856	4	1	_uhttps://shs.cairn.info/journal-phronesis-2023-1-page-64?lang=en
999			_c196921 _d196921