Pub Date : 2021-07-01DOI: 10.14324/111.444.ijsp.2021.v10.x.006
Michael May
Racism is often attributed to prejudice. Pedagogical approaches thus seek to tackle such prejudices or stereotypes. In contrast, the concept of institutional discrimination relies on the thesis that racism is not limited to prejudices and cannot therefore be overcome by concepts of interculturality and diversity. The objective is to show that the concept and its systems-theoretical and empirically substantiated further development by Gomolla and Radtke (2009), which has significantly influenced the discussion in Germany, does not take different modes of learning related to specific ways of life into consideration to a sufficient extent. To this end, the theory of reproduction codes, which is considered to offer a wider range of explanations than prominent habitus theories, but is as yet little known, are used to discuss an alternative interpretation of Gomolla and Radtke’s (2009) empirical findings, also due to the fact that, in contrast to Luhmann’s theory, it develops a dialectical-materialistic concept of code. This then enables the development of perspectives with regard to a non-exclusionary community.
{"title":"Different reproduction codes as a cause of institutional discrimination against certain milieus of migrant children","authors":"Michael May","doi":"10.14324/111.444.ijsp.2021.v10.x.006","DOIUrl":"https://doi.org/10.14324/111.444.ijsp.2021.v10.x.006","url":null,"abstract":"Racism is often attributed to prejudice. Pedagogical approaches thus seek to tackle such prejudices or stereotypes. In contrast, the concept of institutional discrimination relies on the thesis that racism is not limited to prejudices and cannot therefore be overcome by concepts of interculturality and diversity. The objective is to show that the concept and its systems-theoretical and empirically substantiated further development by Gomolla and Radtke (2009), which has significantly influenced the discussion in Germany, does not take different modes of learning related to specific ways of life into consideration to a sufficient extent. To this end, the theory of reproduction codes, which is considered to offer a wider range of explanations than prominent habitus theories, but is as yet little known, are used to discuss an alternative interpretation of Gomolla and Radtke’s (2009) empirical findings, also due to the fact that, in contrast to Luhmann’s theory, it develops a dialectical-materialistic concept of code. This then enables the development of perspectives with regard to a non-exclusionary community.","PeriodicalId":32323,"journal":{"name":"International Journal Pedagogy of Social Studies","volume":"57 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85104032","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 : 2021-06-30DOI: 10.14324/111.444.ijsp.2021.v10.x.007
C. Cameron, P. Moss, P. Petrie
The term ‘social care’ has come to be applied in England to a variety of policies and services for children and adults deemed, for a variety of reasons, in need of support and assistance. The field to which it is applied is widely recognised to be in crisis, as demand grows, funding lags and a poorly qualified, low-paid workforce shows increasing signs of strain. The article argues that a further dimension to the crisis is the very term ‘social care’. It has little substance and is of limited value in addressing the practice involved in working with children, young people and adults, while its continued use has encouraged a simplified and commodified understanding of what this work entails. The article introduces an alternative concept – social pedagogy – long established and well developed in continental Europe, which, it is argued, could provide a more substantial basis for everyday practice, and a strong foundation for future policy, including reforming the workforce. The conclusion questions whether ‘social care’ can play any useful role in the evolution of policy and practice, discussing some issues that a turn to a social pedagogic approach might raise.
{"title":"Towards a social pedagogic approach for social care","authors":"C. Cameron, P. Moss, P. Petrie","doi":"10.14324/111.444.ijsp.2021.v10.x.007","DOIUrl":"https://doi.org/10.14324/111.444.ijsp.2021.v10.x.007","url":null,"abstract":"The term ‘social care’ has come to be applied in England to a variety of policies and services for children and adults deemed, for a variety of reasons, in need of support and assistance. The field to which it is applied is widely recognised to be in crisis, as demand grows, funding lags and a poorly qualified, low-paid workforce shows increasing signs of strain. The article argues that a further dimension to the crisis is the very term ‘social care’. It has little substance and is of limited value in addressing the practice involved in working with children, young people and adults, while its continued use has encouraged a simplified and commodified understanding of what this work entails. The article introduces an alternative concept – social pedagogy – long established and well developed in continental Europe, which, it is argued, could provide a more substantial basis for everyday practice, and a strong foundation for future policy, including reforming the workforce. The conclusion questions whether ‘social care’ can play any useful role in the evolution of policy and practice, discussing some issues that a turn to a social pedagogic approach might raise.","PeriodicalId":32323,"journal":{"name":"International Journal Pedagogy of Social Studies","volume":"182 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82425293","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 : 2021-05-04DOI: 10.14324/111.444.IJSP.2021.V10.X.004
Nadia Norling Tshili Klarsgaard, Kasper Moes Drevsholt
Drawing on the tradition of the Danish–German school of critical psychology, this empirical study discusses seven unaccompanied asylum-seeking adolescents’ experiences of the process of applying for asylum in Denmark. By privileging the first-person perspectives of the adolescents, the authors explore the conduct of their everyday lives at the asylum centre and at school. The project’s findings emphasise the societal, political, social and spatial conditions that contribute to the lack of meaningfulness the adolescents experienced regarding their engagement in schooling. In conclusion, the authors reflect on the potential in privileging the first-person perspective in social pedagogical work.
{"title":"Daily life and school engagement: An empirical study privileging the first-person perspectives of unaccompanied asylum-seeking adolescents in a Danish context","authors":"Nadia Norling Tshili Klarsgaard, Kasper Moes Drevsholt","doi":"10.14324/111.444.IJSP.2021.V10.X.004","DOIUrl":"https://doi.org/10.14324/111.444.IJSP.2021.V10.X.004","url":null,"abstract":"Drawing on the tradition of the Danish–German school of critical psychology, this empirical study discusses seven unaccompanied asylum-seeking adolescents’ experiences of the process of applying for asylum in Denmark. By privileging the first-person perspectives of the adolescents, the authors explore the conduct of their everyday lives at the asylum centre and at school. The project’s findings emphasise the societal, political, social and spatial conditions that contribute to the lack of meaningfulness the adolescents experienced regarding their engagement in schooling. In conclusion, the authors reflect on the potential in privileging the first-person perspective in social pedagogical work.","PeriodicalId":32323,"journal":{"name":"International Journal Pedagogy of Social Studies","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82433983","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 : 2021-04-21DOI: 10.14324/111.444.IJSP.2021.V10.X.005
M. Daly, Mark Smith
This article offers an account of the authors’ experiences as foster carers for an unaccompanied asylum seeker (and through him, supporting other asylum-seeking boys). We are both qualified and experienced social workers, now social work academics living and working in Scotland, whose practice is informed by socio-pedagogical perspectives. Our backgrounds have given us unique and finely grained insights into the daily care issues facing young asylum seekers set against a backdrop of global movement. We discuss the need to provide care that offers cultural safety; the centrality within this of recognising and seeking to understand religious beliefs and practices; the experiences of young people growing up in conditions of liminality, negotiating two very different cultures; the inadequacy of current social work responses; the importance of everyday care and relationships and the need for a curious and reflexive orientation from caregivers.
{"title":"‘We need to talk about Bona’: An autoethnographic account of fostering an unaccompanied asylum seeker","authors":"M. Daly, Mark Smith","doi":"10.14324/111.444.IJSP.2021.V10.X.005","DOIUrl":"https://doi.org/10.14324/111.444.IJSP.2021.V10.X.005","url":null,"abstract":"This article offers an account of the authors’ experiences as foster carers for an unaccompanied asylum seeker (and through him, supporting other asylum-seeking boys). We are both qualified and experienced social workers, now social work academics living and working in Scotland, whose practice is informed by socio-pedagogical perspectives. Our backgrounds have given us unique and finely grained insights into the daily care issues facing young asylum seekers set against a backdrop of global movement. We discuss the need to provide care that offers cultural safety; the centrality within this of recognising and seeking to understand religious beliefs and practices; the experiences of young people growing up in conditions of liminality, negotiating two very different cultures; the inadequacy of current social work responses; the importance of everyday care and relationships and the need for a curious and reflexive orientation from caregivers.","PeriodicalId":32323,"journal":{"name":"International Journal Pedagogy of Social Studies","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85287814","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 : 2021-03-24DOI: 10.14324/111.444.IJSP.2021.V10.X.003
Anna Odrowąż-Coates, Katarzyna Szostakowska
This article is a descriptive review of the historical and theoretical conditions of social pedagogy and social work in Poland. It pertains to the definition, tradition and development of social pedagogy and social work in Poland. Using the insiders’ expert overview of the latter, it identifies the disciplinary boundaries, commonalities and differences that shape both social work and social pedagogy today. The authors present the academic roots, methodology, research scopes, theoretical framework for practitioners and finally, the practical application for both disciplines. The discussion is based on literary sources and extensive experience in the field presented by an associate professor of social pedagogy and a qualified social worker, both employed at a social pedagogy department. This combination ensures scientific honesty and a double-screening procedure of the content from the perspective of practitioners representing both disciplines. This approach provides a balanced view, since the interdependency and separation of the two fields may be seen as an area of potential negotiation.
{"title":"Social pedagogy vs social work in Poland","authors":"Anna Odrowąż-Coates, Katarzyna Szostakowska","doi":"10.14324/111.444.IJSP.2021.V10.X.003","DOIUrl":"https://doi.org/10.14324/111.444.IJSP.2021.V10.X.003","url":null,"abstract":"This article is a descriptive review of the historical and theoretical conditions of social pedagogy and social work in Poland. It pertains to the definition, tradition and development of social pedagogy and social work in Poland. Using the insiders’ expert overview of the latter, it identifies the disciplinary boundaries, commonalities and differences that shape both social work and social pedagogy today. The authors present the academic roots, methodology, research scopes, theoretical framework for practitioners and finally, the practical application for both disciplines. The discussion is based on literary sources and extensive experience in the field presented by an associate professor of social pedagogy and a qualified social worker, both employed at a social pedagogy department. This combination ensures scientific honesty and a double-screening procedure of the content from the perspective of practitioners representing both disciplines. This approach provides a balanced view, since the interdependency and separation of the two fields may be seen as an area of potential negotiation.","PeriodicalId":32323,"journal":{"name":"International Journal Pedagogy of Social Studies","volume":"34 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78355690","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 : 2021-02-26DOI: 10.14324/111.444.IJSP.2021.V10.X.001
Xavier Úcar
The rise of social pedagogy in recent years has led to a revival of discourses and practices in the fields of social work and pedagogy. Both fields have seen a renewed way of interpreting social and educational relationships and professional practice. This, in turn, has resulted in ongoing analysis and debate regarding the academic and professional affiliation of social pedagogy in recent decades. The aim of this article is to provide an outline of how these disciplines and practices have evolved in Spain. This study adopts a comparative perspective to present a descriptive analysis of the history, training and areas of professional intervention of social pedagogy, social education and social work. The first section discusses the complexity of the relationships between them. In the following two sections, the historical evolution of these disciplines is analysed, highlighting their fundamental milestones. This is followed by a comparison of their respective professional profiles and initial training. The next section then reveals shared professional intervention areas and those that are specific to each professional practice. By way of conclusion, a critical reflection is provided on the way in which the relationship between social pedagogy and social work is usually approached, and also the positioning of the relationship between these disciplines and practices.
{"title":"Social pedagogy, social education and social work in Spain: Convergent paths","authors":"Xavier Úcar","doi":"10.14324/111.444.IJSP.2021.V10.X.001","DOIUrl":"https://doi.org/10.14324/111.444.IJSP.2021.V10.X.001","url":null,"abstract":"The rise of social pedagogy in recent years has led to a revival of discourses and practices in the fields of social work and pedagogy. Both fields have seen a renewed way of interpreting social and educational relationships and professional practice. This, in turn, has resulted in ongoing analysis and debate regarding the academic and professional affiliation of social pedagogy in recent decades. The aim of this article is to provide an outline of how these disciplines and practices have evolved in Spain. This study adopts a comparative perspective to present a descriptive analysis of the history, training and areas of professional intervention of social pedagogy, social education and social work. The first section discusses the complexity of the relationships between them. In the following two sections, the historical evolution of these disciplines is analysed, highlighting their fundamental milestones. This is followed by a comparison of their respective professional profiles and initial training. The next section then reveals shared professional intervention areas and those that are specific to each professional practice. By way of conclusion, a critical reflection is provided on the way in which the relationship between social pedagogy and social work is usually approached, and also the positioning of the relationship between these disciplines and practices.","PeriodicalId":32323,"journal":{"name":"International Journal Pedagogy of Social Studies","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83201924","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 : 2020-12-01DOI: 10.14324/111.444.ijsp.2020.v9.x.020
Anja Lentz-Becker, Barbara Bräutigam, Matthias Müller
Research into the utilisation of preventive family support relates mainly to structural requirements such as low-threshold access to services. Beside structural framework conditions in context of family support, the question arises as to what extent the subjective perception of preventive family support is one more aspect of utilisation and to what extent preventive family support actually matches the needs of families. This Study asks as well what connotations and attitudes do families have regarding family support services? How important do families consider these offers and what are their needs? Based on a mixed-methods design, the Citizens’ Survey on Family Support was conducted by means of a standardised questionnaire in combination with interviews of family support users and non-users in order to elaborate deeper meaning structures through the qualitative analysis method of grounded theory. Summary survey results point out that family support in Germany includes a wide range of offers, which can promote a broad array of familial interests and competences, but not all families, diverse as they are, feel consciously addressed – or else they see obstacles to using family services. Our qualitative results point out that ‘family support’ as a term is neither clearly identified nor properly understood by many citizens – or else it has different connotations. However, those families who do use the services – within the framework of transitioning to parenthood – feel supported in their psychosocial adaptations and regulatory processes. In relation to results and as compared to other EU countries, practical implications for further developments in family support approaches are discussed.
{"title":"Needs-based family support – Perception, structures and challenges in practical implementation","authors":"Anja Lentz-Becker, Barbara Bräutigam, Matthias Müller","doi":"10.14324/111.444.ijsp.2020.v9.x.020","DOIUrl":"https://doi.org/10.14324/111.444.ijsp.2020.v9.x.020","url":null,"abstract":"Research into the utilisation of preventive family support relates mainly to structural requirements such as low-threshold access to services. Beside structural framework conditions in context of family support, the question arises as to what extent the subjective perception of preventive family support is one more aspect of utilisation and to what extent preventive family support actually matches the needs of families. This Study asks as well what connotations and attitudes do families have regarding family support services? How important do families consider these offers and what are their needs? Based on a mixed-methods design, the Citizens’ Survey on Family Support was conducted by means of a standardised questionnaire in combination with interviews of family support users and non-users in order to elaborate deeper meaning structures through the qualitative analysis method of grounded theory. Summary survey results point out that family support in Germany includes a wide range of offers, which can promote a broad array of familial interests and competences, but not all families, diverse as they are, feel consciously addressed – or else they see obstacles to using family services. Our qualitative results point out that ‘family support’ as a term is neither clearly identified nor properly understood by many citizens – or else it has different connotations. However, those families who do use the services – within the framework of transitioning to parenthood – feel supported in their psychosocial adaptations and regulatory processes. In relation to results and as compared to other EU countries, practical implications for further developments in family support approaches are discussed.","PeriodicalId":32323,"journal":{"name":"International Journal Pedagogy of Social Studies","volume":"52 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84313236","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 : 2020-12-01DOI: 10.14324/111.444.ijsp.2020.v9.x.021
Cécile C. Remy
There is a phrase that social pedagogues employ time and again to characterise contextual thinking in everyday practice: ‘it depends … ’. This is often used when seeking answers akin to a formula that can be applied across situations; but can leave the listener with the thought that socio-pedagogical explanations are woolly or even incoherent. Yet when aware of context, pedagogues are clear about specific actions they take and can articulate the reasons behind such actions. What are the underlying principles, assumptions about the nature of reality, of humanity and of relationships that shape such an attitude? Dialectical epistemology and ontology assume that reality is in constant motion, that contradictions are the driver of that process of change. Further, understanding comes from highlighting relationships between different entities rather than separating them from their context. In this article, I use concepts taken from activity theory – a Marxist theory of learning using dialectical thinking – to articulate the relationship between particulars of everyday situations that are the bread and butter of socio-pedagogical practice. By showing that both activity theory and Freire’s Pedagogy of the Oppressed have the same philosophical basis, I argue that these commonalities have explanatory potential for social pedagogues when ‘it depends … ’. I hope that this will encourage practitioners interested in social pedagogy to expand their understanding of the importance of the philosophical assumptions behind their work, and join the work needed to further explore the development of social pedagogy within an activity theoretical framework.
{"title":"Weaving a philosophical thread linking everyday practice and theory when ‘it depends … ’","authors":"Cécile C. Remy","doi":"10.14324/111.444.ijsp.2020.v9.x.021","DOIUrl":"https://doi.org/10.14324/111.444.ijsp.2020.v9.x.021","url":null,"abstract":"There is a phrase that social pedagogues employ time and again to characterise contextual thinking in everyday practice: ‘it depends … ’. This is often used when seeking answers akin to a formula that can be applied across situations; but can leave the listener with the thought that socio-pedagogical explanations are woolly or even incoherent. Yet when aware of context, pedagogues are clear about specific actions they take and can articulate the reasons behind such actions. What are the underlying principles, assumptions about the nature of reality, of humanity and of relationships that shape such an attitude? Dialectical epistemology and ontology assume that reality is in constant motion, that contradictions are the driver of that process of change. Further, understanding comes from highlighting relationships between different entities rather than separating them from their context. In this article, I use concepts taken from activity theory – a Marxist theory of learning using dialectical thinking – to articulate the relationship between particulars of everyday situations that are the bread and butter of socio-pedagogical practice. By showing that both activity theory and Freire’s Pedagogy of the Oppressed have the same philosophical basis, I argue that these commonalities have explanatory potential for social pedagogues when ‘it depends … ’. I hope that this will encourage practitioners interested in social pedagogy to expand their understanding of the importance of the philosophical assumptions behind their work, and join the work needed to further explore the development of social pedagogy within an activity theoretical framework.","PeriodicalId":32323,"journal":{"name":"International Journal Pedagogy of Social Studies","volume":"58 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84885717","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 : 2020-11-10DOI: 10.14324/111.444.ijsp.2020.v9.x.018
Mark K. Smith
Understandings of knowledge in social work, in the UK at least, are based on an assumption that theory – increasingly derived from ‘scientific’ or ‘evidence-based’ perspectives – can be abstracted and applied to practice. Essentially, knowledge acquisition and utilisation are seen as transactional, instrumental endeavours. Such a view does not fit with the realities of everyday social pedagogical practice. This article begins to develop an alternative conception of social work/social pedagogical knowledge from an Aristotelean position, within which the relationship between theory and practice happens in the domain of praxis ; this is not a direct mapping of theory onto practice but operates in a constant dialectic within which one informs and indeed collapses into the other. Effective praxis requires Aristotle’s intellectual virtue of phronesis (practical reasoning or judgement). Phronesis understands practice within its wider moral purpose and foregrounds the virtues and dispositions of practitioners rather than a set of rules. Knowing and being (epistemology and ontology) therefore come together in how practitioners engage in everyday practice. This proposition challenges dominant technical and instrumental conceptions of knowledge and, more generally, of the way in which professional practice is currently understood.
{"title":"It really does depend: Towards an epistemology (and ontology) for everyday social pedagogical practice","authors":"Mark K. Smith","doi":"10.14324/111.444.ijsp.2020.v9.x.018","DOIUrl":"https://doi.org/10.14324/111.444.ijsp.2020.v9.x.018","url":null,"abstract":"Understandings of knowledge in social work, in the UK at least, are based on an assumption that theory – increasingly derived from ‘scientific’ or ‘evidence-based’ perspectives – can be abstracted and applied to practice. Essentially, knowledge acquisition and utilisation are seen as transactional, instrumental endeavours. Such a view does not fit with the realities of everyday social pedagogical practice. This article begins to develop an alternative conception of social work/social pedagogical knowledge from an Aristotelean position, within which the relationship between theory and practice happens in the domain of praxis ; this is not a direct mapping of theory onto practice but operates in a constant dialectic within which one informs and indeed collapses into the other. Effective praxis requires Aristotle’s intellectual virtue of phronesis (practical reasoning or judgement). Phronesis understands practice within its wider moral purpose and foregrounds the virtues and dispositions of practitioners rather than a set of rules. Knowing and being (epistemology and ontology) therefore come together in how practitioners engage in everyday practice. This proposition challenges dominant technical and instrumental conceptions of knowledge and, more generally, of the way in which professional practice is currently understood.","PeriodicalId":32323,"journal":{"name":"International Journal Pedagogy of Social Studies","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85518608","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 : 2020-09-14DOI: 10.14324/111.444.IJSP.2020.V9.X.012
L. Harbo, R. Kemp
Manualised interventions, in use across the UK for decades and increasingly in use in Denmark, aim to support change through professional practitioners following detailed prescriptions of what they must do to affect a particular change in the target group. Social pedagogy, a strong professional tradition in Denmark and an emerging profession in the UK, takes an approach that responds to the individual’s experience of the immediate situation, seeks to nurture relational opportunities and to empower people to fully participate in their lives and society. Harbo’s research reveals that this approach can be at odds with manualised interventions for a variety of reasons. A social pedagogically informed programme has been developed in London that uses a clear ethical stance and key theories as its foundation, and upon which structures have been developed, but no manual. This article explores the use of these manualised and non-manualised interventions in Denmark and the UK and the roles of social pedagogues in supporting change through programmatic interventions. Harbo’s doctoral research findings on practice surrounding the highly prescriptive manual Aggression Replacement Training in Denmark ( Harbo, 2019 ) is explored alongside Kemp’s reflections on the social pedagogically informed Family Learning Intervention Programme in England, examining the tensions and synergies that emerge around each programme when they meet reality and the individual characteristics of day-to-day situations. The perspectives presented emerge from practice research and reflections, and as such are based in an experiential research tradition. Finally, we draw together our learning and openings for further research and policy development.
{"title":"Social pedagogical perspectives on fidelity to a manual: Professional principles and dilemmas in everyday expertise","authors":"L. Harbo, R. Kemp","doi":"10.14324/111.444.IJSP.2020.V9.X.012","DOIUrl":"https://doi.org/10.14324/111.444.IJSP.2020.V9.X.012","url":null,"abstract":"Manualised interventions, in use across the UK for decades and increasingly in use in Denmark, aim to support change through professional practitioners following detailed prescriptions of what they must do to affect a particular change in the target group. Social pedagogy, a strong professional tradition in Denmark and an emerging profession in the UK, takes an approach that responds to the individual’s experience of the immediate situation, seeks to nurture relational opportunities and to empower people to fully participate in their lives and society. Harbo’s research reveals that this approach can be at odds with manualised interventions for a variety of reasons. A social pedagogically informed programme has been developed in London that uses a clear ethical stance and key theories as its foundation, and upon which structures have been developed, but no manual. This article explores the use of these manualised and non-manualised interventions in Denmark and the UK and the roles of social pedagogues in supporting change through programmatic interventions. Harbo’s doctoral research findings on practice surrounding the highly prescriptive manual Aggression Replacement Training in Denmark ( Harbo, 2019 ) is explored alongside Kemp’s reflections on the social pedagogically informed Family Learning Intervention Programme in England, examining the tensions and synergies that emerge around each programme when they meet reality and the individual characteristics of day-to-day situations. The perspectives presented emerge from practice research and reflections, and as such are based in an experiential research tradition. Finally, we draw together our learning and openings for further research and policy development.","PeriodicalId":32323,"journal":{"name":"International Journal Pedagogy of Social Studies","volume":"38 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81292163","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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