Please use this identifier to cite or link to this item: https://hdl.handle.net/10953/2280
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dc.contributor.authorAmezcua-Aguilar, Teresa-
dc.contributor.authorEspadas-Alcázar, Mª Angeles-
dc.date.accessioned2024-02-09T00:20:01Z-
dc.date.available2024-02-09T00:20:01Z-
dc.date.issued2022-08-19-
dc.identifier.citationTeresa Amezcua-Aguilar & Ma Ángeles Espadas-Alcázar (2023) Epistemological Breaks for Social Work Training and Practice: Participatory Research Through Photovoice in Disadvantaged Neighbourhoods, Journal of Human Development and Capabilities, 24:1, 49-69, DOI: 10.1080/19452829.2022.2113370es_ES
dc.identifier.issnPrint ISSN: 1945-2829 Online ISSN: 1945-2837es_ES
dc.identifier.otherDOI: 10.1080/19452829.2022.2113370es_ES
dc.identifier.urihttps://www.tandfonline.com/doi/abs/10.1080/19452829.2022.2113370es_ES
dc.identifier.urihttps://hdl.handle.net/10953/2280-
dc.description.abstractThe capabilities approach and participatory research are effective means to promote epistemic justice in higher education. Both have important roles, given the current commoditization of University knowledge and professional practice, which do not promote inclusive epistemes that take into account the social problems of disadvantaged groups. Facilitating educational experiences that generate epistemological breaks and promote epistemic justice is a necessary task. Contributing to it was one purpose of the teaching innovation project carried out by the University of Jaén (Andalusia, Spain). The project aimed to stimulate collective reflection and dialogic encounters between complementary knowledge fields. It had three focal points: developing capabilities in students; fomenting participation and collective reflection in the community; heightening the visibility of people living in disadvantaged areas and conveying these realities, and people’s knowledge and concerns, to policymakers. The results show that co-production of knowledge by universities and local communities favours learning and practical reasoning; increases recognition and respect for diversity; foments participation and the environment necessary for citizens to exercise their political capabilities. This paper presents only the project’s first focal point; specifically, it shows how horizontal knowledge production using Photovoice can enhance in students certain capabilities of great relevance in their future profession.es_ES
dc.description.sponsorshipPlan de Innovación y buenas prácticas docentes. Universidad de Jaénes_ES
dc.language.isoenges_ES
dc.publisherTaylor &Francises_ES
dc.relation.ispartofJournal of Human Development and , 24:1, 49-69es_ES
dc.subjectParticipatory researches_ES
dc.subjectCapabilitieses_ES
dc.subjectPhotovoice,es_ES
dc.subjectEpistemic justicees_ES
dc.subjectSocial workes_ES
dc.subjectHigher educationes_ES
dc.titleEpistemological Breaks for Social Work Training and Practice: Participatory Research Through Photovoice in Disadvantaged Neighbourhoodses_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.subject.udc304.2 Cuestiones sociales y culturales. Política social.es_ES
dc.subject.udc303 Métodos de las Ciencias Socialeses_ES
dc.subject.udc36 Trabajo social. Ayuda sociales_ES
dc.subject.udc378 Enseñanza superior. Universidadeses_ES
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses_ES
dc.type.versioninfo:eu-repo/semantics/acceptedVersiones_ES
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