Pub Date : 2022-04-21DOI: 10.14324/111.444.ijsp.2022.v11.x.006
Laura Corbella, Xavier Úcar
The latest social pedagogy discourses in Spain have highlighted the increasing interest in developing the ethical dimension of its practice. Up to now, this issue has been addressed from a deontological perspective through which codes of ethics have been developed. Nowadays, a new perspective based on developing an ethical perspective focused on practice and relationships is emerging. This article reports on the results of the first stage of a larger study that aims to analyse the ethical dimension of socio-educational relationships. This stage consists of identifying the contributions of different social science authors to the construction of an ethical dimension in the socio-educational relationships. Our purpose is to develop a theoretical model of ethics in social pedagogy and social education that serves to substantiate an ethical practice. We present the contributions of Axel Honneth and Judith Butler and carry out a two-step theoretical analysis, involving an analysis of two original works by each author as well as a systematic review of the applications of the authors’ theories in the field of ethics and education. The main results provide a better understanding of how the theory of recognition, from the perspectives of both authors, is useful for the development of an ethical dimension of social pedagogy. To do so, it is necessary to analyse other related concepts, such as social freedom, invisibility, democratic ethical life, vulnerability, performativity, reflection, political resistance and responsibility, and how these are being applied in the social field. From this starting point, key socio-educational principles can be established in order to guide professional practice and socio-educational relationships.
{"title":"Exploring ethics in social education and social pedagogy from Honneth and Butler’s recognition theories","authors":"Laura Corbella, Xavier Úcar","doi":"10.14324/111.444.ijsp.2022.v11.x.006","DOIUrl":"https://doi.org/10.14324/111.444.ijsp.2022.v11.x.006","url":null,"abstract":"The latest social pedagogy discourses in Spain have highlighted the increasing interest in developing the ethical dimension of its practice. Up to now, this issue has been addressed from a deontological perspective through which codes of ethics have been developed. Nowadays, a new perspective based on developing an ethical perspective focused on practice and relationships is emerging. This article reports on the results of the first stage of a larger study that aims to analyse the ethical dimension of socio-educational relationships. This stage consists of identifying the contributions of different social science authors to the construction of an ethical dimension in the socio-educational relationships. Our purpose is to develop a theoretical model of ethics in social pedagogy and social education that serves to substantiate an ethical practice. We present the contributions of Axel Honneth and Judith Butler and carry out a two-step theoretical analysis, involving an analysis of two original works by each author as well as a systematic review of the applications of the authors’ theories in the field of ethics and education. The main results provide a better understanding of how the theory of recognition, from the perspectives of both authors, is useful for the development of an ethical dimension of social pedagogy. To do so, it is necessary to analyse other related concepts, such as social freedom, invisibility, democratic ethical life, vulnerability, performativity, reflection, political resistance and responsibility, and how these are being applied in the social field. From this starting point, key socio-educational principles can be established in order to guide professional practice and socio-educational relationships.","PeriodicalId":32323,"journal":{"name":"International Journal Pedagogy of Social Studies","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81951541","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-05DOI: 10.14324/111.444.ijsp.2022.v11.x.005
D. Hanesová, Miriam Niklová
This article aims to describe the role of social pedagogy in Slovakia, and in particular to answer the following questions: What are the social challenges that children and their families, schools and social pedagogues are facing during the COVID-19 pandemic? How do social pedagogues in Slovakia perceive the present situation and what can they do to help their students face these challenges? The article first describes the unfolding and the current state of the pandemic as well as the role of social pedagogues in Slovakia. It then analyses the reflections of 31 Slovak social pedagogues on current educational problems and the role of social pedagogy during the pandemic. In doing so, the article answers the question: In what sense does social pedagogy bring hope for various needy communities? The analysis presents some of the challenges social pedagogues are facing amid the chaos of social relations due to social distancing and pandemic lockdowns.
{"title":"The role of social pedagogy in Slovakia during the COVID-19 pandemic","authors":"D. Hanesová, Miriam Niklová","doi":"10.14324/111.444.ijsp.2022.v11.x.005","DOIUrl":"https://doi.org/10.14324/111.444.ijsp.2022.v11.x.005","url":null,"abstract":"This article aims to describe the role of social pedagogy in Slovakia, and in particular to answer the following questions: What are the social challenges that children and their families, schools and social pedagogues are facing during the COVID-19 pandemic? How do social pedagogues in Slovakia perceive the present situation and what can they do to help their students face these challenges? The article first describes the unfolding and the current state of the pandemic as well as the role of social pedagogues in Slovakia. It then analyses the reflections of 31 Slovak social pedagogues on current educational problems and the role of social pedagogy during the pandemic. In doing so, the article answers the question: In what sense does social pedagogy bring hope for various needy communities? The analysis presents some of the challenges social pedagogues are facing amid the chaos of social relations due to social distancing and pandemic lockdowns.","PeriodicalId":32323,"journal":{"name":"International Journal Pedagogy of Social Studies","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88429432","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-17DOI: 10.14324/111.444.ijsp.2022.v11.x.004
M. Frampton
The term ‘social pedagogy’ was coined in Germany, a country which also provided fertile ground for the early development of social work. This article reconstructs the evolution of the two disciplines, which existed alongside one another for much of the twentieth century. It starts with their identities at the time of their early emergence, and then focuses on two formative periods: the early twentieth century, when both disciplines were in the nascent stages of independent development; and the late twentieth century, when they appeared to be in a state of amalgamation. In the course of this examination, Hämäläinen’s recent suggestion that social pedagogy can be regarded as a science, as a profession and in terms of its education is investigated. So too is Lorenz’s framework for considering a nation’s social professions in terms of social policy, civil society and academic discourse elements. Those academic discourses tied to the identity of the two professions offer an opportunity to pin down the slippery German concept of social pedagogy, demarcate it from social work and consider the path dependencies of each profession. This is carried out with particular reference to the early figures who shaped the disciplines, specifically Paul Natorp, Herman Nohl and Alice Salomon. The case of Germany reveals not only few uncontested definitions of the two professions, but also a clear formal separation for much of the twentieth century, which is best understood by considering historical, not contemporary arrangements.
{"title":"German social pedagogy and social work: the academic discourses mapping a changing historical relationship","authors":"M. Frampton","doi":"10.14324/111.444.ijsp.2022.v11.x.004","DOIUrl":"https://doi.org/10.14324/111.444.ijsp.2022.v11.x.004","url":null,"abstract":"The term ‘social pedagogy’ was coined in Germany, a country which also provided fertile ground for the early development of social work. This article reconstructs the evolution of the two disciplines, which existed alongside one another for much of the twentieth century. It starts with their identities at the time of their early emergence, and then focuses on two formative periods: the early twentieth century, when both disciplines were in the nascent stages of independent development; and the late twentieth century, when they appeared to be in a state of amalgamation. In the course of this examination, Hämäläinen’s recent suggestion that social pedagogy can be regarded as a science, as a profession and in terms of its education is investigated. So too is Lorenz’s framework for considering a nation’s social professions in terms of social policy, civil society and academic discourse elements. Those academic discourses tied to the identity of the two professions offer an opportunity to pin down the slippery German concept of social pedagogy, demarcate it from social work and consider the path dependencies of each profession. This is carried out with particular reference to the early figures who shaped the disciplines, specifically Paul Natorp, Herman Nohl and Alice Salomon. The case of Germany reveals not only few uncontested definitions of the two professions, but also a clear formal separation for much of the twentieth century, which is best understood by considering historical, not contemporary arrangements.","PeriodicalId":32323,"journal":{"name":"International Journal Pedagogy of Social Studies","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83461784","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-08DOI: 10.14324/111.444.ijsp.2022.v11.x.003
Karla Monserratt Villaseñor Palma, Carlos Enrique Silva Rios, Guadalupe Huerta Morales
In this article, we offer a socio-historic overview of the development of social work and social pedagogy in Mexico. First, we examine the rise of the welfare state in Mexico in the immediate post-revolution period and the way the new secular government assumed control of social intervention. We describe the inception of the School of Social Assistance and the emergence of social work in the country, as well as exploring the role and influence of Cultural Missions and the training of social workers. We discuss the role of Fundamental Education, rural schools and their resemblance to the ideals of social pedagogy. Finally, we describe the founding of the Degree in Educational Intervention, which we consider sows the seeds of socio-pedagogical thought and practice in Mexico. We conclude that, despite the many periods of reorganisation of social intervention by successive governments, different initiatives use education to promote individual and collective development. Though social pedagogy does not exist as a profession in Mexico and social work is an imprecisely defined profession, education has a socialising potential that underpins pedagogical work of an extensive network of areas and agents animated by social ideals and goals.
{"title":"A socio-historic overview of social pedagogy and social work in Mexico","authors":"Karla Monserratt Villaseñor Palma, Carlos Enrique Silva Rios, Guadalupe Huerta Morales","doi":"10.14324/111.444.ijsp.2022.v11.x.003","DOIUrl":"https://doi.org/10.14324/111.444.ijsp.2022.v11.x.003","url":null,"abstract":"In this article, we offer a socio-historic overview of the development of social work and social pedagogy in Mexico. First, we examine the rise of the welfare state in Mexico in the immediate post-revolution period and the way the new secular government assumed control of social intervention. We describe the inception of the School of Social Assistance and the emergence of social work in the country, as well as exploring the role and influence of Cultural Missions and the training of social workers. We discuss the role of Fundamental Education, rural schools and their resemblance to the ideals of social pedagogy. Finally, we describe the founding of the Degree in Educational Intervention, which we consider sows the seeds of socio-pedagogical thought and practice in Mexico. We conclude that, despite the many periods of reorganisation of social intervention by successive governments, different initiatives use education to promote individual and collective development. Though social pedagogy does not exist as a profession in Mexico and social work is an imprecisely defined profession, education has a socialising potential that underpins pedagogical work of an extensive network of areas and agents animated by social ideals and goals.","PeriodicalId":32323,"journal":{"name":"International Journal Pedagogy of Social Studies","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87795555","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-09DOI: 10.14324/111.444.ijsp.2022.v11.x.002
Elina Nivala, J. Hämäläinen, Eine Pakarinen
This article describes a research and development project that aimed to create a social pedagogical model for counselling immigrant students. The setting for the project was the field of non-formal adult education, more precisely Finland’s folk high schools and study centres. The starting point for the project was a concern for being able to support a meaningful integration of the immigrant students in the non-formal adult education institutions. These institutions see integration not only as a process of finding a place to study or work; they aim at supporting the immigrants’ meaningful participation and sense of belonging of in Finnish society. A collaborative development process was started, facilitated by a researcher from the University of Eastern Finland. People from about 20 organisations committed themselves to the process, where the values, aims and principles of counselling were reflected and best practices and methods shared mutually between the participants. Methodologically, the process followed the basic ideas of participatory action research. This article describes the development process and makes an overview of the social pedagogical model for counselling. The model includes general principles that guide the work with immigrants, a description of intercultural counselling as a long-term process and a collection of methods that follow the principles. At the end of the article the model is reflected upon from the point of view of Herman Nohl’s concept of pedagogical relationship.
{"title":"A social pedagogical model for counselling immigrant students in non-formal adult education","authors":"Elina Nivala, J. Hämäläinen, Eine Pakarinen","doi":"10.14324/111.444.ijsp.2022.v11.x.002","DOIUrl":"https://doi.org/10.14324/111.444.ijsp.2022.v11.x.002","url":null,"abstract":"This article describes a research and development project that aimed to create a social pedagogical model for counselling immigrant students. The setting for the project was the field of non-formal adult education, more precisely Finland’s folk high schools and study centres. The starting point for the project was a concern for being able to support a meaningful integration of the immigrant students in the non-formal adult education institutions. These institutions see integration not only as a process of finding a place to study or work; they aim at supporting the immigrants’ meaningful participation and sense of belonging of in Finnish society. A collaborative development process was started, facilitated by a researcher from the University of Eastern Finland. People from about 20 organisations committed themselves to the process, where the values, aims and principles of counselling were reflected and best practices and methods shared mutually between the participants. Methodologically, the process followed the basic ideas of participatory action research. This article describes the development process and makes an overview of the social pedagogical model for counselling. The model includes general principles that guide the work with immigrants, a description of intercultural counselling as a long-term process and a collection of methods that follow the principles. At the end of the article the model is reflected upon from the point of view of Herman Nohl’s concept of pedagogical relationship.","PeriodicalId":32323,"journal":{"name":"International Journal Pedagogy of Social Studies","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78215388","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-27DOI: 10.14324/111.444.ijsp.2022.v11.x.001
Vilborg Jóhannsdóttir, Freyja Haraldsdóttir
The Convention on the Rights of Persons with Disabilities (UNCRPD) is a landmark for the international disabled people’s independent living movement (ILM). The ILM has been a platform and a tool to resist the traditional medicalisation of disability by calling for a broader understanding where independence is no longer seen as the opposite of needing assistance. The field of social pedagogy in Iceland has evolved parallel with the paradigm shift grounded in the UNCRPD that replaces the medical model with the social and human rights models of disability. The aim of this article is to explore and interpret social pedagogues’ and disabled people’s perspectives on how the human rights principles and values embedded in the UNCRPD and independent living (IL) ideology can best be put into practice, as well as to cast a light on existing barriers and challenges. This study draws on qualitative data from two sources; the participants provided texts from a semi-structured questionnaire and public accounts written by disabled people. We utilise the five summarising principles of cultural-historical activity theory to further analyse and interpret the data. The contradictions drawn out of the findings show conflicts and structural tensions that have accumulated historically due to the massive legislative and policy shifts in disability services in past decades. The findings also indicate the need for a reconceptualisation of the object and the motive of the activity, i.e. disability-related social services, in order to embrace the principles, values and recommended practices grounded in the UNCRPD and the IL ideology.
{"title":"The meaning of the disability rights movement for the professional field of social pedagogy in Iceland","authors":"Vilborg Jóhannsdóttir, Freyja Haraldsdóttir","doi":"10.14324/111.444.ijsp.2022.v11.x.001","DOIUrl":"https://doi.org/10.14324/111.444.ijsp.2022.v11.x.001","url":null,"abstract":"The Convention on the Rights of Persons with Disabilities (UNCRPD) is a landmark for the international disabled people’s independent living movement (ILM). The ILM has been a platform and a tool to resist the traditional medicalisation of disability by calling for a broader understanding where independence is no longer seen as the opposite of needing assistance. The field of social pedagogy in Iceland has evolved parallel with the paradigm shift grounded in the UNCRPD that replaces the medical model with the social and human rights models of disability. The aim of this article is to explore and interpret social pedagogues’ and disabled people’s perspectives on how the human rights principles and values embedded in the UNCRPD and independent living (IL) ideology can best be put into practice, as well as to cast a light on existing barriers and challenges. This study draws on qualitative data from two sources; the participants provided texts from a semi-structured questionnaire and public accounts written by disabled people. We utilise the five summarising principles of cultural-historical activity theory to further analyse and interpret the data. The contradictions drawn out of the findings show conflicts and structural tensions that have accumulated historically due to the massive legislative and policy shifts in disability services in past decades. The findings also indicate the need for a reconceptualisation of the object and the motive of the activity, i.e. disability-related social services, in order to embrace the principles, values and recommended practices grounded in the UNCRPD and the IL ideology.","PeriodicalId":32323,"journal":{"name":"International Journal Pedagogy of Social Studies","volume":"275 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82809709","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-25DOI: 10.14324/111.444.ijsp.2021.v10.x.015.
P. Burke, C. Cameron, E. Fuller, K. Hollingworth
Young people in state care not only lose support, usually at 18 years of age, but also experience unequal participation in post-secondary education. This has raised concern about the importance of widening participation (WP) for care-experienced young people (CEYP). However, CEYP are often institutionally stigmatised and this could be worsened by WP interventions that are framed by deficit discourses. Weaving together social pedagogies and social justice theories, the article aims to reframe WP away from deficit discourses through recognition of the systemic, structural and cultural inequalities that most CEYP must navigate to access formal education. We introduce the concept of the relational navigator, in which a pedagogical relationship enables the navigator to ‘pilot’ through complex systems and transitional processes in collaboration with, and through ‘walking alongside’, the CEYP with respect to their lived contexts and experiences. This article draws from the reflections of WP navigators situated in two small-scale WP projects, one in an English museum and the other in an Australian university. Our analysis of the reflections of the WP project navigators is offered as a preliminary exploration of the potential the relational navigator as a way to shift deficit discourses and work towards a reframing of WP through a social pedagogical perspective.
{"title":"The relational navigator: a pedagogical reframing of widening educational participation for care-experienced young people","authors":"P. Burke, C. Cameron, E. Fuller, K. Hollingworth","doi":"10.14324/111.444.ijsp.2021.v10.x.015.","DOIUrl":"https://doi.org/10.14324/111.444.ijsp.2021.v10.x.015.","url":null,"abstract":"Young people in state care not only lose support, usually at 18 years of age, but also experience unequal participation in post-secondary education. This has raised concern about the importance of widening participation (WP) for care-experienced young people (CEYP). However, CEYP are often institutionally stigmatised and this could be worsened by WP interventions that are framed by deficit discourses. Weaving together social pedagogies and social justice theories, the article aims to reframe WP away from deficit discourses through recognition of the systemic, structural and cultural inequalities that most CEYP must navigate to access formal education. We introduce the concept of the relational navigator, in which a pedagogical relationship enables the navigator to ‘pilot’ through complex systems and transitional processes in collaboration with, and through ‘walking alongside’, the CEYP with respect to their lived contexts and experiences. This article draws from the reflections of WP navigators situated in two small-scale WP projects, one in an English museum and the other in an Australian university. Our analysis of the reflections of the WP project navigators is offered as a preliminary exploration of the potential the relational navigator as a way to shift deficit discourses and work towards a reframing of WP through a social pedagogical perspective.","PeriodicalId":32323,"journal":{"name":"International Journal Pedagogy of Social Studies","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83489001","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-02DOI: 10.14324/111.444.ijsp.2021.v10.x.013
Elisabet Cedersund, Lisbeth Eriksson, Bibbi Ringsby Jansson, Lars Svensson
In Sweden there are several different professions that work within the welfare sector. Two of these are social pedagogues and socionoms. This article examines the similarities and differences between these professional fields by exploring four areas in more detail: education, the history of ideas and theory, research and practice. The results show that there are not only many differences but also some similarities. In practical work, social pedagogues and socionoms often work side by side and perform similar tasks. They are located in the same areas and often use the same methods. When it comes to the differences in educational history and current educations, they are large although they can also be found in, for example, the history of ideas. Furthermore, research in the various areas differs. In social pedagogy the interest has to a greater extent been focused on an understanding of the discipline through studies of the history of ideas, while in social work today one often focuses on studies of professional methods. Today’s challenges in the welfare sector require new knowledge, ways of thinking and understanding. Here, social pedagogy with its philosophical roots and humanistic values can play an important role.
{"title":"Social pedagogy versus social work in a Swedish context","authors":"Elisabet Cedersund, Lisbeth Eriksson, Bibbi Ringsby Jansson, Lars Svensson","doi":"10.14324/111.444.ijsp.2021.v10.x.013","DOIUrl":"https://doi.org/10.14324/111.444.ijsp.2021.v10.x.013","url":null,"abstract":"In Sweden there are several different professions that work within the welfare sector. Two of these are social pedagogues and socionoms. This article examines the similarities and differences between these professional fields by exploring four areas in more detail: education, the history of ideas and theory, research and practice. The results show that there are not only many differences but also some similarities. In practical work, social pedagogues and socionoms often work side by side and perform similar tasks. They are located in the same areas and often use the same methods. When it comes to the differences in educational history and current educations, they are large although they can also be found in, for example, the history of ideas. Furthermore, research in the various areas differs. In social pedagogy the interest has to a greater extent been focused on an understanding of the discipline through studies of the history of ideas, while in social work today one often focuses on studies of professional methods. Today’s challenges in the welfare sector require new knowledge, ways of thinking and understanding. Here, social pedagogy with its philosophical roots and humanistic values can play an important role.","PeriodicalId":32323,"journal":{"name":"International Journal Pedagogy of Social Studies","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90987999","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-19DOI: 10.14324/111.444.ijsp.2021.v10.x.014
Kaltrina Kusari, C. Walsh
The number of asylum rejections has increased in recent years, yet successful claims differ dependent on the originating county of the asylum seekers. In 2018, the European Union rejected 25 per cent of the 519,000 asylum requests which it received (Eurostat, 2019). Kosovars were the fourth-largest group of asylum seekers in Europe in 2015 and 96 per cent of them were rejected and returned to Kosova. Rejected asylum seekers and those who lose their temporary status are returned to their countries of origin partly because the EU endorses repatriation, or the return of forced migrants to their country of origin, as a preferred solution to the migration crisis. This, despite a significant body of research which substantiates that repatriation is not sustainable and current repatriation policies have seldom considered the experiences of rejected asylum seekers. Considering that social workers are the first point of contact for many rejected asylum seekers, models of practice which inform social work with this population are needed. This article uses the case of Kosovar returnees to examine the utility of a social pedagogy lens to better prepare social workers to work with returnees. Social pedagogy, with its dedication to social justice, the importance it places on local and regional contexts, as well as its attention to praxis, is well placed to guide social workers in partnering with return migrants as they navigate the complex realities of reintegration. While grounded in Kosova’s context, the social pedagogy framework has global implications considering the increasing number of return migrants worldwide.
{"title":"A social pedagogy lens for social work practice with return migrants","authors":"Kaltrina Kusari, C. Walsh","doi":"10.14324/111.444.ijsp.2021.v10.x.014","DOIUrl":"https://doi.org/10.14324/111.444.ijsp.2021.v10.x.014","url":null,"abstract":"The number of asylum rejections has increased in recent years, yet successful claims differ dependent on the originating county of the asylum seekers. In 2018, the European Union rejected 25 per cent of the 519,000 asylum requests which it received (Eurostat, 2019). Kosovars were the fourth-largest group of asylum seekers in Europe in 2015 and 96 per cent of them were rejected and returned to Kosova. Rejected asylum seekers and those who lose their temporary status are returned to their countries of origin partly because the EU endorses repatriation, or the return of forced migrants to their country of origin, as a preferred solution to the migration crisis. This, despite a significant body of research which substantiates that repatriation is not sustainable and current repatriation policies have seldom considered the experiences of rejected asylum seekers. Considering that social workers are the first point of contact for many rejected asylum seekers, models of practice which inform social work with this population are needed. This article uses the case of Kosovar returnees to examine the utility of a social pedagogy lens to better prepare social workers to work with returnees. Social pedagogy, with its dedication to social justice, the importance it places on local and regional contexts, as well as its attention to praxis, is well placed to guide social workers in partnering with return migrants as they navigate the complex realities of reintegration. While grounded in Kosova’s context, the social pedagogy framework has global implications considering the increasing number of return migrants worldwide.","PeriodicalId":32323,"journal":{"name":"International Journal Pedagogy of Social Studies","volume":"106 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81239986","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. Wudil, Baba Y. Mamman, Mortala Boye, Dossa L. I. KE-Tindagbémè
Income diversification is examined in two ways: as a change in agricultural activity, or as an increase in the number of income sources. The primary source of income for rural Nigerian is agriculture. This study is conducted to access the level of income diversification among beneficiaries and non-beneficiaries of Kano River irrigation Project. The result indicated that crop production account for 65% of the beneficiaries’ household income, with other agricultural activities accounting for 18% of the total. While non- agricultural activities account for only 18%. For the non-beneficiaries the result indicated that crop production accounts for 44% of their income other agricultural activities (Fishing, livestock, poultry,) account for 13%, while Non-agricultural activities account for 43 percent of their income. Income diversification is found to be influenced by (age, household size, cultivated area, educational attainment, credit constraints, and annual income. The results show that these elements need to be examined by decision makers in the development of agricultural and non-agricultural projects in this study area.
{"title":"Determinants of Income Diversification among Famers in the Kano River Irrigation Project (KRIP), Nigeria","authors":"A. Wudil, Baba Y. Mamman, Mortala Boye, Dossa L. I. KE-Tindagbémè","doi":"10.55627/ijss.01.1.0110","DOIUrl":"https://doi.org/10.55627/ijss.01.1.0110","url":null,"abstract":"Income diversification is examined in two ways: as a change in agricultural activity, or as an increase in the number of income sources. The primary source of income for rural Nigerian is agriculture. This study is conducted to access the level of income diversification among beneficiaries and non-beneficiaries of Kano River irrigation Project. The result indicated that crop production account for 65% of the beneficiaries’ household income, with other agricultural activities accounting for 18% of the total. While non- agricultural activities account for only 18%. For the non-beneficiaries the result indicated that crop production accounts for 44% of their income other agricultural activities (Fishing, livestock, poultry,) account for 13%, while Non-agricultural activities account for 43 percent of their income. Income diversification is found to be influenced by (age, household size, cultivated area, educational attainment, credit constraints, and annual income. The results show that these elements need to be examined by decision makers in the development of agricultural and non-agricultural projects in this study area.","PeriodicalId":32323,"journal":{"name":"International Journal Pedagogy of Social Studies","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74280507","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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