Lived experience educators challenging professional privilege in social work student supervision

The participation of people with lived experience in social work research is increasingly expected but must be authentic to address epistemic injustice. This article reflects on the co-production process used by a doctoral student, two lived experience educators and a lived experience academic and documents the transformative learning derived from opening up out-of-sight professional practice to scrutiny. We propose that, guided by critical social work theory, the process disrupted professional privilege by exposing a hidden area of practice, in this case, social work student supervision, to the scrutiny of people with lived experience. This outcome was made possible through the contribution of lived experience expertise from the project’s beginning, which informed the relational focus used during the co-production process. Attention to power differentials and vulnerability through transparency and accountability culminated in transformational learning for all, demonstrating how social work can benefit from the meaningful participation of people with lived experience

Accountability · Lived experience · Privilege (computing · Scrutiny · Transformational leadership · Transformative learning · Transparency (behavior · Counseling, Therapy, and Family Dynamics · Mental Health and Patient Involvement · Social Work Education and Practice · Social Work