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Learning in and for multiagency working
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Warmington, Paul (2009) Learning in and for multiagency working. In: Daniels, Harry and Lauder, Hugh and Porter, Jill, (eds.) Knowledge, Values and Education Policy: A critical perspective. Critical perspectives on education . London: Routledge, pp. 87-94. ISBN 9780415491198
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Official URL: http://www.worldcat.org/oclc/264021643
Abstract
The notion of ‘multiagency’ working pervades contemporary UK social policy. This is particularly the case in children’s services, wherein since 2003 local authority provision has been framed by the Every Child Matters agenda. Ushered in by the New Labour government, the Every Child Matters Green Paper emphasised the need to begin ‘integrating professionals through multi-disciplinary teams responsible for identifying children at risk, and working with the child and family to ensure services are tailored to their needs’ (Department for Education and Skills, 2003, p. 51). Multiagency working has thus been characterised as the driver of social inclusion. Effective collaboration across education, social care, health services, mental health services and criminal justice has been depicted as essential to supporting young people and families who are ‘at risk’ of social exclusion. However, relatively little attention has been paid to how professionals might learn to ‘do’ multiagency working or ‘become’ multiagency workers. Arguably, this is because much of the UK literature has underestimated the qualitative changes in professional practice that shifts towards multiagency working entail; much policy and strategic literature implies models of working that no longer match the landscape of emerging practice. As service providers increasingly work across traditional service and team boundaries, professionals find themselves located in complex, vertiginous settings in which individual and collective practices are undergoing radical transformation that necessitates new learning and knowledge creation.
This chapter outlines some of the key concepts necessary to understand and develop professional learning in multiagency settings. It draws upon findings emerging from the Learning in and for Interagency Working Project (LIW), a four year study funded by the Economic and Social Research Council, in which researchers conducted intensive studies of multiagency work practices in a set of UK local authorities.
Item Type: | Book Item | ||||
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Subjects: | L Education > L Education (General) | ||||
Divisions: | Faculty of Social Sciences > Centre for Education Studies (2013- ) | ||||
Series Name: | Critical perspectives on education | ||||
Publisher: | Routledge | ||||
Place of Publication: | London | ||||
ISBN: | 9780415491198 | ||||
Book Title: | Knowledge, Values and Education Policy: A critical perspective | ||||
Editor: | Daniels, Harry and Lauder, Hugh and Porter, Jill | ||||
Official Date: | 17 March 2009 | ||||
Dates: |
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Number of Pages: | 308 | ||||
Page Range: | pp. 87-94 | ||||
Status: | Not Peer Reviewed | ||||
Publication Status: | Published | ||||
Copyright Holders: | Daniels, Lauder and Porter |
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