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Theory of Intersectionality – Critical Thinking – Legitimation Code Theory.On the applications of theory in the context of educational activity analysis of the social work students

100%

Boryczko M.

Praca Socjalna

2018

vol. 33(2)

97-116

The article is a presentation of the theory of intersectionality and aims to settle it within the framework of wider scientific discourses, as well as justifying its application in the field of social work. In particular, it is about possible adaptations of intersectionality to social work curricula based on literature review and particular teaching experience of the author. An attempt will be made to evaluate critical thinking competence and its possible adaptation to the social work curriculum. The text presents authors own research findings (inspired by the theory of intersectionality) based on the analysis of twenty student essays. The analysis was based on the analytical tool – semantic gravity – coming from the Legitimation Code Theory research framework. These findings demonstrated that the Legitimation Code Theory and theory of intersectionality can serve as a basis for the cumulative knowledge building with respect to critical thinking. Legitimation Code Theory offers an analytical toolbox with potential of ensuring critical thinking and could be called ‘catalyst of the critical awareness’. The possibility of analyzing the own knowledge depending on the context of both production and application seems to be crucial competence in the contemporary social work. The ability of identifying the multidimensional and multifaceted oppression is not only cognitive ability, but also can serve as the supporting tool or competence enabling assessment of the client’s situation. Implementing critical thinking as well as the theory of intersectionality to social work curriculum is justified. On the other hand, equipping social work students with tools enabling the analysis of their own educational activities, e.g. by introducing concept of semantic gravity which allows the student to look from the outside at her own educational activities, seems crucial for professional and academic development.

PROFESSIONAL KNOWLEDGE IN EDUCATION: WHAT KIND OF ORGANIZATIONAL PRINCIPLES ARE BEHIND THE KNOWLEDGE PRACTICES, AND WHAT ARE THE CONDITIONS FOR DEVELOPING THIS KNOWLEDGE?

51%

Erik B.

Problemy Profesjologii

2017

issue 2

167-176

The integration of theory and practice is the key element in research on professions and their knowledge. This topic polarizes researchers, and while some stress the importance of practical knowledge, for others theoretical knowledge is most important. At the same time, the ongoing neoliberal educational reforms have introduced a new and watered-down concept of knowledge in professional education. With a starting point in Karl Maton’s Legitimation Code Theory, this article introduces a set of more nuanced concepts, suitable for studying professional knowledge in education. The article refutes the generic concept of knowledge used by educational authorities and argues that professional knowledge is based on knowledge practices that are informed by specialized knowledge.

Integracja teorii i praktyki jest kluczowym elementem badań nad zawodami i ich wiedzą. Ten temat polaryzuje badaczy, gdy jedni kładą nacisk na znaczenie wiedzy praktycznej, dla innych wiedza teoretyczna jest ważniejsza. Jednocześnie trwające neoliberalne reformy edukacji wprowadziły nową i rozwodnioną koncepcję wiedzy w zakresie kształcenia zawodowego. Wy-chodząc z teorii kodu legitymizującego Karla Matona, artykuł przedstawia zestaw bardziej zróżnicowanych pojęć, odpowiednich do studiowania profesjonalnej wiedzy w edukacji. Arty-kuł odrzuca ogólną koncepcję wiedzy stosowaną przez władze oświatowe i twierdzi, że wiedza profesjonalna opiera się na praktykach wiedzy, które są kształtowane przez wiedzę specjalistyczną.

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1 Praca Socjalna

1 Problemy Profesjologii

1 Boryczko M.

1 Erik B.

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Theory of Intersectionality – Critical Thinking – Legitimation Code Theory.On the applications of theory in the context of educational activity analysis of the social work students

PROFESSIONAL KNOWLEDGE IN EDUCATION: WHAT KIND OF ORGANIZATIONAL PRINCIPLES ARE BEHIND THE KNOWLEDGE PRACTICES, AND WHAT ARE THE CONDITIONS FOR DEVELOPING THIS KNOWLEDGE?