An Exploration of Care Leavers as Experts by Experience in Social Work Teaching in the UK and Epistemic Exploitation

possible links with epistemic exploitation, and how to alleviate these. THEORETICAL BASE:
This paper sets theories of epistemic exploitation within the context of oppression in the UK,
identifying care leavers as a marginalised group and considering their experiences of oppression.
METHODS: This paper uses a mixed methodology approach with elements of appreciative
inquiry, participatory observations and reflective accounts from an educator’s perspective working
with care leavers as experts by experience within social work teaching. OUTCOMES: Experts
by experience in social work education are a crucial part of student learning, bringing several
benefits and developments to social work practice. Care leavers bring a nuanced position from
lived experience and can offer insight into children’s social work. There is potential for this
involvement to become exploitative if there is insufficient preparation and a lack of meaningful
understanding for the students, the EbE’s, and educators. SOCIAL WORK IMPLICATIONS:
This paper offers a different lens when considering EbE involvement in social work education,
inviting the reader to consider the role of EbE’s, how this is developed within education, and to
provoke consideration of the meaning behind this practice, to ensure that there is purpose and
reduced tokenism or exploitative consequences.