In UK society, there are cultural norms and assumptions that affect many marginalised groups and this book aims to address and challenge these through the lens of the people who have lived these experiences.
Social Exclusion in the UK presents a range of lived experiences alongside a critical commentary on the impact of social stigma, exclusion and marginalisation on people’s lives. This book’s chapters are co-authored by people with lived experience and academics and are all underpinned by the Transformative Learning Theory developed by scholar Mezirow. The marginalised experiences discussed in this book include different types of substance users, care leavers, asylum seekers, offenders, HIV positive, those living in poverty or those who identify as transgender.
What makes this book unique is that it gives a voice to those who have been the most affected by inequality – whether it’s economic or social and health inequalities. Those affected are the least likely to be involved in shaping and informing responses to it and this lack of involvement risks the further exclusion of those who are already marginalised.
A few of the ways this book aims to challenge this include: legitimising and prioritising lived experience expertise; fostering critical reflection of our own beliefs and assumptions and drawing on lived experience expertise to inform responses and solutions.
Table des matières
Introduction
Understanding social exclusion
Understanding social stigma
Being a care leaver
Being HIV positive
Being a Heroin and Crack Cocaine user
Being Transgender
Being in prison
being a teenage parent
Being Romany Gypsy
Being an asylum seeker
Being a parent in the child protection system
Using your voice and platform to make a difference
Conclusion
A propos de l’auteur
Mel Hughes is a registered social worker and Deputy Director of the Bournemouth University Research Centre for Seldom Heard Voices and Academic Lead for the PIER (Public Involvement in Education and Research) Partnership. Mel is committed to the development of inclusive and co-created research and outputs with marginalised and seldom heard groups. She draws on participatory, inclusive and arts-based research methodologies to achieve parity of participation where all citizens have the opportunity to shape research, policy, practice and education, in ways which work best for them.
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