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dc.contributor.authorStandal, Øyvind Førland
dc.date.accessioned2011-08-18T11:39:44Z
dc.date.available2011-08-18T11:39:44Z
dc.date.issued2011
dc.identifierSeksjon for Kroppsøving og Pedagogikk / Department of physical education
dc.identifier.citationPhenomenology & Practice. 2011, 5(1), 48-58en_US
dc.identifier.issn1913-4711
dc.identifier.urihttp://hdl.handle.net/11250/170773
dc.description© The authoren_US
dc.description.abstractPeer learning involves processes whereby inexperienced persons learn from persons with more experience. Previous research has shown the benefit of peer learning to the rehabilitation process of people with spinal cord injuries and others using a wheelchair, yet discussions of problematic aspects are scant. Thus, the purpose of this article is to highlight two problems with peer learning. By presenting a vignette elaborated from a phenomenologically oriented case study of a wheelchair skills program at a Norwegian rehabilitation unit, the problem of a naive view of empathy and the danger of inflicting symbolic violence are reflected upon. These reflections, though tentative, draw attention to the ethical responsibility of rehabilitation professionals who use peer learning as a part of their interventionen_US
dc.language.isoengen_US
dc.publisherThompson Rivers Universityen_US
dc.subjectpeer learning
dc.subjectrehabilitation process
dc.title"I learned nothing from him...". Reflections on problematic issues with peer modeling in rehabilitationen_US
dc.typeJournal articleen_US
dc.typePeer revieweden_US
dc.subject.nsiVDP::Humanities: 000::Architecture and design: 140en_US
dc.subject.nsiVDP::Social science: 200::Psychology: 260en_US
dc.subject.nsiVDP::Social science: 200::Education: 280en_US
dc.subject.nsiVDP::Social science: 200::Social work: 360en_US
dc.subject.nsiVDP::Medical disciplines: 700::Health sciences: 800en_US
dc.source.pagenumber48-58en_US


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