{"id":147,"date":"2017-08-08T10:56:18","date_gmt":"2017-08-08T10:56:18","guid":{"rendered":"http:\/\/blogs.sps.ed.ac.uk\/skape\/?p=147"},"modified":"2017-11-25T16:01:00","modified_gmt":"2017-11-25T16:01:00","slug":"the-expertise-of-experts-by-experience-struggles-over-experience-based-knowledge-in-finnish-participatory-arrangements","status":"publish","type":"post","link":"https:\/\/blogs.sps.ed.ac.uk\/skape\/2017\/08\/08\/the-expertise-of-experts-by-experience-struggles-over-experience-based-knowledge-in-finnish-participatory-arrangements\/","title":{"rendered":"The expertise of experts-by-experience \u2013 Struggles over experience-based knowledge in Finnish participatory arrangements"},"content":{"rendered":"<h4><a href=\"http:\/\/jyu.academia.edu\/TainaMeriluoto\">Taina Meriluoto<\/a>, University of Jyv\u00e4skyl\u00e4, Finland, <a href=\"mailto:taina.meriluoto@jyu.fi\">taina.meriluoto@jyu.fi<\/a><\/h4>\n<p><em>This blog post is based on a talk at the SKAPE lunchtime seminar on July 5<sup>th<\/sup> 2017.<\/em><\/p>\n<p align=\"justify\"><a href=\"https:\/\/blogs.sps.ed.ac.uk\/skape\/files\/2017\/08\/finland_640.png\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-249 alignleft\" src=\"https:\/\/blogs.sps.ed.ac.uk\/skape\/files\/2017\/08\/finland_640-300x225.png\" alt=\"\" width=\"219\" height=\"165\" srcset=\"https:\/\/blogs.sps.ed.ac.uk\/skape\/files\/2017\/08\/finland_640-300x225.png 300w, https:\/\/blogs.sps.ed.ac.uk\/skape\/files\/2017\/08\/finland_640-160x120.png 160w, https:\/\/blogs.sps.ed.ac.uk\/skape\/files\/2017\/08\/finland_640-240x180.png 240w, https:\/\/blogs.sps.ed.ac.uk\/skape\/files\/2017\/08\/finland_640-357x268.png 357w, https:\/\/blogs.sps.ed.ac.uk\/skape\/files\/2017\/08\/finland_640.png 640w\" sizes=\"(max-width: 219px) 100vw, 219px\" \/><\/a><\/p>\n<p align=\"justify\">In early 2010\u2019s, I was employed in a Finnish Civil Society Organisation working within the social welfare sector. I was in charge of a project whose objective was to \u2018bring the organisation back to its roots\u2019 \u2013 to remind a deeply professionalized organisation about the value of volunteers and members, and more profoundly, introduce \u2018a participatory approach\u2019 in the organisation\u2019s core activities. <!--more-->As a means to engage the organisations\u2019 beneficiaries \u2013 and perhaps more importantly, to influence our colleagues\u2019 way of working \u2013 we introduced the notion of \u2018experts-by-experience\u2019 into the organisation\u2019s vocabulary.<\/p>\n<p>For four years onwards, I was deep into developing expertise-by-experience in this organisation. I met truly amazing survivors, whose point of view definitely deserved to be included and heard. However, at the same time, I grew increasingly concerned. The idea of expertise-by-experience was introduced by us, the organisation\u2019s practitioners. It stemmed both from our commitment to the inclusive values of civil society, but also from what we thought our funder was expecting of us. As one of my later interviewees put it, she \u2018<em>didn\u2019t want to become an expert-by-experience, she was rather made into one\u2019<\/em>. This was decidedly not a bottom-up initiative. It was not about the people \u2018fighting to get their voices heard\u2019. Instead, it was about us wanting to show that we listen.<\/p>\n<p>In addition, quite a few of my colleagues expressed a strong urge to contain and limit either the issues the experts-by-experience would be allowed to discuss, or the scope of who should be allowed to act as an expert-by-experience. When I discussed the idea with one colleague, she acclaimed in slight horror: \u2018<em>But [if we were to listen to everyone] then there\u2019s no telling what kind of ideas they might have!<\/em>\u2019 Participation and inclusion appeared scary, and the response was to set up standards, guidelines, rules and recommendations that made the \u2018wild and uncontrollable\u2019 participation manageable.<\/p>\n<p>Finally, it was the notion of expertise that baffled me. Why do we need to call these people experts to be able to listen to them? As it later turned out, I was definitely not the only one perplexed by the concept. As I then began finding out, the aspect of \u2018making experts\u2019 was a very crucial tool in the initiatives as they constructed their participants as subjects.<\/p>\n<p>In large part as a result of this bafflement, I have since studied expertise-by-experience in the Finnish social welfare sector as a PhD research project. I have interviewed both experts-by-experience, practitioners and policymakers, and analysed policy documents that provided the impetus for developing expertise-by-experience within the Finnish social welfare. I have focused most of all on the governmental aspect of \u2018making experts\u2019: What characterizes the subjectivities created through crafting \u2018experts-by-experience\u2019? What kind of participation and \u2018way of being\u2019 is encouraged and made feasible? Through which practices the participants are constructed as experts? And finally, how do the participants respond to and engage with their subjectivization? This blog post summarizes some of my key findings. But first, a brief note on context and background.<\/p>\n<p><strong>The peculiarities of Finnish experts-by-experience<\/strong><\/p>\n<p>In the Finnish context, the term expert-by-experience is used to refer to people with prior social problems, who have been invited to act as \u2018experts\u2019 in CSO\u2019s and public sector organisations. The term was introduced in the Finnish context by mental health organisations, following the introduction of a strong participatory emphasis on the Finnish social policy outlines (see, e.g. <u>National Development Programme for Social Welfare and Health Care<\/u> (Kaste) <a href=\"http:\/\/stm.fi\/en\/kaste-progamme\">http:\/\/stm.fi\/en\/kaste-progamme<\/a>). Now, it is a hugely popular concept, and an approach that is largely developed in projects \u2013 both in the public and the third sector.<\/p>\n<p>Despite its popularity, the term remains ambiguous and is used to signify a variety of people and activities. Most commonly, the experts-by-experience act as<\/p>\n<ul>\n<li>Lecturers, training social work practitioners and other experts<\/li>\n<li>Interviewees and informants in the media<\/li>\n<li>Experts in steering groups, committees and boards, especially in service co-production<\/li>\n<li>Service evaluators<\/li>\n<li>Peer supporters and other \u2018customer contacts\u2019<\/li>\n<\/ul>\n<p>Overall, the projects developing expertise-by-experience have three broad objectives:<\/p>\n<ul>\n<li>Empowerment of the participants<\/li>\n<li>Fixing the organisations\u2019 \u2018democracy deficit\u2019 by \u2018bringing the people back\u2019<\/li>\n<li>Incorporating experience-based knowledge to service co-production, decision-making and public debate<\/li>\n<\/ul>\n<p>As the savvy reader might have guessed, the plethora of activities and reasons given to expertise-by-experience have resulted in quite a few controversies regarding who should be allowed to act as an expert-by-experience, and what purposes their expertise are supposed to serve. Were the experts-by-experience to serve as experts of their lives, social welfare services, rehabilitation, the effects of a particular policy or was their role as an intermediary translator between the beneficiaries, social welfare practitioners and policy-makers? What was the nature of the knowledge they were supposed to contribute? Was it personal or representative? Should the experts-by-experience be interviewed and trained, or act purely based on \u2018their raw experiences\u2019? And finally, who gets to define knowledge and expertise in this context, when the expertise concerns the people themselves?<\/p>\n<p>The purpose of my research is not to provide answers to these questions, but instead explore why these questions emerged as relevant in the first place, and how different answers to these questions might help us understand the different processes of self-making that take place in the projects developing expertise-by-experience. I plan to explore these issues through the following four arguments.<\/p>\n<p><strong>Experts of themselves <\/strong><\/p>\n<p><strong>1: In order to be accepted as an expert of services or a policy, the experts-by-experience need to first become \u2018an expert of themselves\u2019<\/strong><\/p>\n<p>In an <a href=\"http:\/\/www.tandfonline.com\/doi\/full\/10.1080\/19460171.2017.1310051\">article in Critical Policy Studies<\/a>, I explored the process of \u2018becoming an expert on oneself\u2019. I discovered that the projects entail several practices of \u2019working on oneself\u2019 that are geared towards creating a specific relationship between oneself and one\u2019s experiences. I suggested that in order to be accepted as an expert-by-experience, one needs to be able to turn oneself into something one \u2018knows\u2019 rather than \u2018is\u2019 \u2014 and to draw the definitions of knowledge from the dominant system of thought.<\/p>\n<p>This finding is a crucial stepping stone for further inquiries, as it illustrates the significance and role that the definitions of \u2018knowledge\u2019 and \u2018expertise\u2019 hold in this context. As the participants\u2019 subject-construction is influenced by the projects\u2019 definitions of the appropriate process and form of \u2018knowing oneself\u2019, and the experts-by-experience are expected to participate <em>as experts of themselves, <\/em>the definitions of credible knowledge can be translated into conditions the participants have to meet to be allowed to participate. \u2018Knowing yourself\u2019 becomes a prerequisite for participation, and the definitions of that knowledge provide powerful governmental devices to steer the participants\u2019 way of being.<\/p>\n<p><strong>2: \u2019Knowing oneself\u2019 equals neutral and constructive behaviour <\/strong><\/p>\n<p>In many of the projects I investigated, knowledge and expertise were defined as being \u2018distanced\u2019, neutral and objective. As the ability to \u2018<em>assume a more general outlook\u2019<\/em> and \u2018<em>not to have any emotional outbursts\u2019<\/em>. This was done, primarily, by labelling the ability to express one\u2019s experiences neutrally and constructively as \u2019a sign of empowerment and rehabilitation\u2019. The following interview transcript illustrates:<\/p>\n<p><em>TM: What does it mean that the past has been dealt with? E17: [sighs] Well, I think that dealing with your past means that you are able to talk about it without big emotional reactions, I mean that you don\u2019t burst into tears or feel very angry or bitter, but you are able to talk about your experiences in a calm and neutral manner. I mean that your emotions are no longer uncontrollable. And that you have constructed your story into a whole where you already understand the connections between the facts.<\/em><\/p>\n<p>These pre-requirements of neutrality and objectivity were, above all, measures to contain and control the experts\u2019-by-experience participation. By equating \u2018knowing oneself\u2019 with the ability to talk in a neutral and objective manner, the projects\u2019 practitioners retained control over deciding who, and what kinds of input would be accepted and recognised. Furthermore, they preserved the ability to legitimately exclude unwanted and awkward inputs, and to steer the participants towards a way of being that was convenient for them.<\/p>\n<p><strong>3: Framing participation as co-production makes knowledge, instead of an opinion, a legitimate content of political participation<\/strong><\/p>\n<p>Framing participation as \u2018co-production\u2019 made the rather strict and technocratic definitions of knowledge feasible within the projects\u2019 context. If the experts\u2019-by-experience participation is justified because of the contributions it produces \u2013 instead of, for example, their right to be heard \u2013definitions of \u2019valuable knowledge\u2019 become perfectly logical tools to be used to delineate \u2019valuable participants\u2019, as the following two practitioners illustrate:<\/p>\n<p><em>P8: Experts-by-experience don\u2019t act in a therapeutic environment and the listeners don\u2019t need to receive any emotional outbursts but the facts as they are. P9:\u00a0 Yeah, for example when talking about service development, if you have very bitter experiences, it\u2019s very good if you have been able to form them into constructive criticism. Then you don\u2019t cause any resistance in the professional\u2019s part.<\/em><\/p>\n<p><strong>\u00a0<\/strong><strong>4: Instead of contesting \u2018experience-based action\u2019, the participants\u2019 critique attempts to redefine expertise<\/strong><\/p>\n<p>The participants experience the disconnect between the projects\u2019 promise of inviting their \u2018raw\u2019 experiences, and the need to transform them into neutral knowledge\u2019 as attempts to narrow and limit their possibilities for action. As one workshop participant put it, this can lead to a situation, where the experts-by-experience fulfil the role of \u2018<em>trained monkeys\u2019<\/em> \u2013 they are physically present to show that \u2018the participatory duty\u2019 was met, but no contribution is welcome from their part, as the following group discussant explains<\/p>\n<p><em>G4: I quit the customer board myself. I felt that the possibilities of truly having an impact were pretty non-existent. I mean, they say that you can disagree with the professionals, but you have to remain within a certain frame. So, in effect, you can <u>slightly<\/u> disagree, but if you disagree a lot, it is a wrong opinion to have.<\/em><\/p>\n<p>The experts-by-experience are however not, by any means, mere sitting ducks. They, along with some practitioners, engaged strongly in questioning the demands of neutral and collaborative way of being expected from them. Intriguingly, they did not discard the notion of expertise in so doing, but instead took up the initiatives\u2019 promise of treating them as \u2018truth-tellers\u2019. In various ways, the participants attempted to reclaim the right to define the meaning of expertise and knowledge in the projects\u2019 context. For them, expertise-by-experience was the gateway to a political debate <em>on knowledge and expertise<\/em> in a social welfare context \u2013 something that the policymakers seem to have been largely unequipped and unwilling to engage in.<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Taina Meriluoto, University of Jyv\u00e4skyl\u00e4, Finland, taina.meriluoto@jyu.fi This blog post is based on a talk at the SKAPE lunchtime seminar on July 5th 2017. In early 2010\u2019s, I was employed in a Finnish Civil Society Organisation working within the social welfare sector. I was in charge of a project whose objective was to \u2018bring the&nbsp; &nbsp;<a href=\"https:\/\/blogs.sps.ed.ac.uk\/skape\/2017\/08\/08\/the-expertise-of-experts-by-experience-struggles-over-experience-based-knowledge-in-finnish-participatory-arrangements\/\">&#8230;Continue Reading<\/a><\/p>\n","protected":false},"author":177,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[1],"tags":[],"acf":[],"_links":{"self":[{"href":"https:\/\/blogs.sps.ed.ac.uk\/skape\/wp-json\/wp\/v2\/posts\/147"}],"collection":[{"href":"https:\/\/blogs.sps.ed.ac.uk\/skape\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.sps.ed.ac.uk\/skape\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.sps.ed.ac.uk\/skape\/wp-json\/wp\/v2\/users\/177"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.sps.ed.ac.uk\/skape\/wp-json\/wp\/v2\/comments?post=147"}],"version-history":[{"count":9,"href":"https:\/\/blogs.sps.ed.ac.uk\/skape\/wp-json\/wp\/v2\/posts\/147\/revisions"}],"predecessor-version":[{"id":251,"href":"https:\/\/blogs.sps.ed.ac.uk\/skape\/wp-json\/wp\/v2\/posts\/147\/revisions\/251"}],"wp:attachment":[{"href":"https:\/\/blogs.sps.ed.ac.uk\/skape\/wp-json\/wp\/v2\/media?parent=147"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.sps.ed.ac.uk\/skape\/wp-json\/wp\/v2\/categories?post=147"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.sps.ed.ac.uk\/skape\/wp-json\/wp\/v2\/tags?post=147"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}