This article examines co-production and collaborative autoethnography in social work education, highlighting their implications for equality and knowledge production.
Key Points
Collaborative autoethnography reveals valuable insights into co-production practices during the Covid-19 pandemic.
The initiative aimed to enhance service user involvement and critical self-reflection in social work education.
The approach promotes egalitarian writing partnerships, bridging the gap between lived experiences and academic knowledge.
Disruptive influences were identified that challenge traditional knowledge hierarchies in social work practice.