Rethinking the Expertise of Education, Health, and Social Care Professions in the XXI century. The dilemmas and challenges of practice amid epistemic primacies, deontic authorities, and the person-centered normative framework (REEHSCAPE)

The interdisciplinary research project examines the «user-centered turn» and its overlooked effect, the crisis of expertise, among Education, Health and Social Care professionals working with children aged 0–11 and their families. These professionals act as crucial “social antennae”: bridging families’ “small cultures” and broader socio-cultural models of children’s well-being. In daily practice, they perform educational work, navigate tensions between expert and experiential knowledge, and balance client-centered approaches with responsibilities toward community standards. The research develops along three pillars: 1) historical-theoretical analysis of the user-centered turn; 2) multi-method, multi-site empirical study on how professionals address epistemic and deontic challenges; 3) applied activities developing training formats and guidelines to support arenewed understanding of expertise within contemporary user-centered frameworks.