How Human Service Providers Can Collaborate to Improve Education: A Case Study of the Saskatchewan Schoolplus Project
|Author: ||Salm, Twyla Lynn|
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This study was designed to explore the meaning of interprofessional collaboration for human service providers from five sectors including teachers and administrators who work across sectors with families and schools. Lawson’s (2003) taxonomy provided a framework to interpret how participants understood their experiences. Three levels of participants emerged: frontline workers, middle managers and policy makers.
Four challenges are presented that outline ways interprofessional partnerships might further oppress marginalized communities. The complementary nature of anti-oppressive thinking and interprofessional partnerships emerges suggesting that informed and shaped by critical theory and anti-oppressive thinking, interprofessional partnersips in a SchoolPLUS
Context has the potential to become a powerful force for transformative change.
“In what is, perhaps, its crowning achievement the study surveys and illuminates not only the history and literature related to community and full-service schools but, also, employing hermeneutical methodology, conducts a critical analysis of the actual discourse used by practitioners who are engaged in a particular reform movement (known as SchoolPLUS). Her participants include the whole spectrum of reform (and resistance) agents, including front line workers, mid-level managers and policy makers, thus comprising the full-spectrum - teachers, principals and government bureaucrats. The result is not only a study with impressive scope, but also one that drills deeply into the surface layers of discourse, bringing deeper understanding and, sometimes, raising awkward and difficult questions.”
– Prof. Michael Tymchak, University of Regina
“The author challenges the reader to explore how the best on intentions (working of social justice) might lead to misunderstanding, miscommunication or to outcomes that are less effective than what was expected.” – Prof. Kathryn A. McNaughton, University College of the North
“Most importantly, this work provides a vision and a possibility of schools as sites for human service delivery to children and youth. . . . All professionals in [the field] will find this book challenging and refreshing in its look at interagency collaboration.” – Prof. David Friesen, University of Regina
Table of Contents
Foreword by Dr. Michael Tymchak
1. The Question of Interprofessional Partnerships in a School Context
2. Making Sense of the Literature
3. The Philosophical Context – Hermeneutics and Critical Perspective
4. Understanding the Collaborative Landscape
5. Human Service Providers and Interprofessional Partnerships
6. How does SchoolPLUS affect Interprofessional Partnerships?
7. Interprofessional Partnerships – The Challenge and Possibility
for Social Justice in (the) Light of SchoolPLUS
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