Book contents
- Learning through Social Work Stories-that-Matter
- Learning through Social Work Stories-that-Matter
- Copyright page
- Contents
- Meet the Editors
- Meet the Contributors
- Preface
- Acknowledgements
- Introduction
- Part I Storying-to-Learn: How Stories-that-Matter Help Us Appreciate Social Work in Action
- Chapter 3 The Shortest Distance between Two People Is a Story
- Chapter 4 The Gift of Social Work
- Chapter 5 Dreams, Reality, and Invisibility
- Chapter 6 Who Do I Want to Be as a Social Worker?
- Chapter 7 Social Work in Need of Activism
- Chapter 8 On My Toes
- Chapter 9 A Story of Love, Family, and Mental Health
- Chapter 10 Pieces of Walnut
- Chapter 11 “Kurdistan Is My Country”
- Chapter 12 Living in a Pause
- Chapter 13 Promissory Notes and Other Forms of Consent
- Chapter 14 For Some People You Make a Difference, You Carry Their Hope
- Chapter 15 Partner in Decolonization
- Chapter 16 Human Rights Approaches of Pashtun Tahafuz Movement
- Chapter 17 Empathy from Origin
- Chapter 18 Welfare Transitions in an Agrarian Community
- Chapter 19 Former Refugee Youth in Rural Northern Norway
- Chapter 20 Social Work
- Chapter 21 Reflections on Psychiatric Social Work in an African Setting
- Part II Lenses and Lessons
- Index
- References
Chapter 13 - Promissory Notes and Other Forms of Consent
from Part I - Storying-to-Learn: How Stories-that-Matter Help Us Appreciate Social Work in Action
Published online by Cambridge University Press: 28 August 2025
Book contents
- Learning through Social Work Stories-that-Matter
- Learning through Social Work Stories-that-Matter
- Copyright page
- Contents
- Meet the Editors
- Meet the Contributors
- Preface
- Acknowledgements
- Introduction
- Part I Storying-to-Learn: How Stories-that-Matter Help Us Appreciate Social Work in Action
- Chapter 3 The Shortest Distance between Two People Is a Story
- Chapter 4 The Gift of Social Work
- Chapter 5 Dreams, Reality, and Invisibility
- Chapter 6 Who Do I Want to Be as a Social Worker?
- Chapter 7 Social Work in Need of Activism
- Chapter 8 On My Toes
- Chapter 9 A Story of Love, Family, and Mental Health
- Chapter 10 Pieces of Walnut
- Chapter 11 “Kurdistan Is My Country”
- Chapter 12 Living in a Pause
- Chapter 13 Promissory Notes and Other Forms of Consent
- Chapter 14 For Some People You Make a Difference, You Carry Their Hope
- Chapter 15 Partner in Decolonization
- Chapter 16 Human Rights Approaches of Pashtun Tahafuz Movement
- Chapter 17 Empathy from Origin
- Chapter 18 Welfare Transitions in an Agrarian Community
- Chapter 19 Former Refugee Youth in Rural Northern Norway
- Chapter 20 Social Work
- Chapter 21 Reflections on Psychiatric Social Work in an African Setting
- Part II Lenses and Lessons
- Index
- References
Summary
1. In this story, the researcher deals with expectations and preconceptions about what will be happening during her data-gathering. How can preconceptions stop us from really listening to stories? 2. Storytelling is not only about the stories being told. How can ‘doing things together’ be a form of conversation or storytelling? 3. In what way would you say the storyteller has changed her expectations towards storytelling, after her meeting with the old lady?
Information
- Type
- Chapter
- Information
- Learning through Social Work Stories-That-MatterGlobal Perspectives, pp. 178 - 193Publisher: Cambridge University PressPrint publication year: 2025
References
Collins, P. H. (2000). Black Feminist Thought: Knowledge, Consciousness, and the Politics of Empowerment, 2nd edn. New York: Routledge.Google Scholar
Accessibility standard: Inaccessible, or known limited accessibility
The PDF of this book is known to have missing or limited accessibility features.
We may be reviewing its accessibility for future improvement, but final compliance is
not yet assured and may be subject to legal exceptions. If you have any questions,
please contact
accessibility@cambridge-org.demo.remotlog.com.
Content Navigation
Table of contents navigation
Allows you to navigate directly to chapters, sections, or non‐text items through a linked table of contents, reducing the need for extensive scrolling.
Allows you to navigate directly to chapters, sections, or non‐text items through a linked table of contents, reducing the need for extensive scrolling.
Index navigation
Provides an interactive index, letting you go straight to where a term or subject appears in the text without manual searching.
Provides an interactive index, letting you go straight to where a term or subject appears in the text without manual searching.
Reading Order & Textual Equivalents
Single logical reading order
You will encounter all content (including footnotes, captions, etc.) in a clear, sequential flow, making it easier to follow with assistive tools like screen readers.
You will encounter all content (including footnotes, captions, etc.) in a clear, sequential flow, making it easier to follow with assistive tools like screen readers.
Short alternative textual descriptions
You get concise descriptions (for images, charts, or media clips), ensuring you do not miss crucial information when visual or audio elements are not accessible.
You get concise descriptions (for images, charts, or media clips), ensuring you do not miss crucial information when visual or audio elements are not accessible.
Full alternative textual descriptions
You get more than just short alt text: you have comprehensive text equivalents, transcripts, captions, or audio descriptions for substantial non‐text content, which is especially helpful for complex visuals or multimedia.
You get more than just short alt text: you have comprehensive text equivalents, transcripts, captions, or audio descriptions for substantial non‐text content, which is especially helpful for complex visuals or multimedia.
Visual Accessibility
Use of colour is not sole means of conveying information
You will still understand key ideas or prompts without relying solely on colour, which is especially helpful if you have colour vision deficiencies.
You will still understand key ideas or prompts without relying solely on colour, which is especially helpful if you have colour vision deficiencies.
Use of high contrast between text and background colour
You benefit from high‐contrast text, which improves legibility if you have low vision or if you are reading in less‐than‐ideal lighting conditions.
You benefit from high‐contrast text, which improves legibility if you have low vision or if you are reading in less‐than‐ideal lighting conditions.