Pub Date : 2019-07-16DOI: 10.14324/111.444.IJSP.2019.V8.X.003
Ritva Mickelsson
This article introduces a school-based social pedagogical programme using horses to support pupils’ educational development, social and emotional skills and self-esteem. These are essential for pupils’ well-being, to reduce the risk of developing emotional disorders in youth and later life. In terms of academic outcomes, these social-emotional skills, character strengths and health benefits are recognised in the Finnish educational agenda. Equine-assisted social education (EASE) differs from recreational riding programs by its frame of reference in social pedagogy and in the human–equine bond it features, positioning horses as co-educators to improve interaction and collaboration. This human–equine communication supports both human and equine welfare if applied with attention, respect and empathy. Furthermore, the stables environment provides a setting for enhancing the pedagogical relationship and trust between pupils and their teacher. This equine activity practice, like other educational interventions, has physical, behavioural, social and emotional intentions. In addition, as social pedagogy is a complex and innovative discipline, EASE represents a ground-breaking practice within this discipline. The purpose is to respond to individual and social difficulties with preventive and problem-solving practice. As Finnish social pedagogy emphasises educational dialogue and communication, EASE facilitates non-verbal communication and positive behaviour. Additionally, it consists of factors improving collaboration through experiences, activities and dialogue.
{"title":"Harnessing horses in social pedagogy: Equine-assisted social education in a school context","authors":"Ritva Mickelsson","doi":"10.14324/111.444.IJSP.2019.V8.X.003","DOIUrl":"https://doi.org/10.14324/111.444.IJSP.2019.V8.X.003","url":null,"abstract":"This article introduces a school-based social pedagogical programme using horses to support pupils’ educational development, social and emotional skills and self-esteem. These are essential for pupils’ well-being, to reduce the risk of developing emotional disorders in youth and later life. In terms of academic outcomes, these social-emotional skills, character strengths and health benefits are recognised in the Finnish educational agenda. Equine-assisted social education (EASE) differs from recreational riding programs by its frame of reference in social pedagogy and in the human–equine bond it features, positioning horses as co-educators to improve interaction and collaboration. This human–equine communication supports both human and equine welfare if applied with attention, respect and empathy. Furthermore, the stables environment provides a setting for enhancing the pedagogical relationship and trust between pupils and their teacher. This equine activity practice, like other educational interventions, has physical, behavioural, social and emotional intentions. In addition, as social pedagogy is a complex and innovative discipline, EASE represents a ground-breaking practice within this discipline. The purpose is to respond to individual and social difficulties with preventive and problem-solving practice. As Finnish social pedagogy emphasises educational dialogue and communication, EASE facilitates non-verbal communication and positive behaviour. Additionally, it consists of factors improving collaboration through experiences, activities and dialogue.","PeriodicalId":32323,"journal":{"name":"International Journal Pedagogy of Social Studies","volume":"44 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86433678","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 : 2019-06-30DOI: 10.17509/ijposs.v4i1.21351
L. Zainab
This research is arranged by seeing the reality in school that some of the resources used by teachers are limited with no any various resources to learn social studies subject in junior high school. This research is also done to describe the relevance of the museum that can be benefited as social studies resources. The approachment used for this research is qualitative and descriptive method implemented in Museum Monumen Perjuangan Rakyat Jawa Barat. Technique of collecting data used for this research is observation, interview, and documentation. Based on the findings of the research, the museum collection in Museum Monumen Perjuangan Rakyat Jawa Barat is relevance with social studies resources for junior high school. As for basic competence of social studies subject which in appropriate with the museum collection is the material on KD (Basic Competence) 3.4 and KD 4.4 class VII, VIII, and IX of junior high school. The values contained in the museum collection are value of struggle, nasionalism, braveness, caring, mutual cooperation, and value of patriotism. The use of this museum is for learning process of social studies which is using Project Based Learning model, for instance, the making of vlog is given to students to tell their observation result from the museum also the teacher could ask students to do self-reflection after visiting the museum.
本研究是根据学校的现实情况安排的，教师使用的一些资源是有限的，没有任何各种资源来学习初中社会研究科目。本研究也描述了博物馆的相关性，可以作为社会研究资源受益。本研究使用的方法是定性和描述性的方法，在Perjuangan Rakyat Jawa Barat博物馆实施。本研究采用观察法、访谈法和文献法收集数据。基于本研究的发现，国立人民博物馆的馆藏与初中社会研究资源具有相关性。与博物馆馆藏相适应的社会研究学科的基本能力是初中七、八、九课KD (basic competence) 3.4和KD 4.4的材料。博物馆藏品所包含的价值观是奋斗价值观、民族主义价值观、勇敢价值观、关怀价值观、相互合作价值观和爱国主义价值观。这个博物馆的用途是学习社会研究的过程，使用的是基于项目的学习模式，例如让学生制作视频日志，告诉他们在博物馆的观察结果，老师也可以让学生在参观博物馆后进行自我反思。
{"title":"The Use of “Monumen Perjuangan Rakyat Jawa Barat” Museum Collection as Social Studies Learning Resources","authors":"L. Zainab","doi":"10.17509/ijposs.v4i1.21351","DOIUrl":"https://doi.org/10.17509/ijposs.v4i1.21351","url":null,"abstract":"This research is arranged by seeing the reality in school that some of the resources used by teachers are limited with no any various resources to learn social studies subject in junior high school. This research is also done to describe the relevance of the museum that can be benefited as social studies resources. The approachment used for this research is qualitative and descriptive method implemented in Museum Monumen Perjuangan Rakyat Jawa Barat. Technique of collecting data used for this research is observation, interview, and documentation. Based on the findings of the research, the museum collection in Museum Monumen Perjuangan Rakyat Jawa Barat is relevance with social studies resources for junior high school. As for basic competence of social studies subject which in appropriate with the museum collection is the material on KD (Basic Competence) 3.4 and KD 4.4 class VII, VIII, and IX of junior high school. The values contained in the museum collection are value of struggle, nasionalism, braveness, caring, mutual cooperation, and value of patriotism. The use of this museum is for learning process of social studies which is using Project Based Learning model, for instance, the making of vlog is given to students to tell their observation result from the museum also the teacher could ask students to do self-reflection after visiting the museum.","PeriodicalId":32323,"journal":{"name":"International Journal Pedagogy of Social Studies","volume":"390 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76532943","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 : 2019-06-30DOI: 10.17509/ijposs.v4i1.21349
Bunga Rosyana
This research is based on the social studies learning process that has been happening so far, limited by formal classrooms, educators only use textbooks as the only source of social studies learning, in order to achieve social studies learning objectives, it is necessary to choose learning resources that are in accordance with the material. Sri Baduga Museum is conceptually relevant to be used as a source of social studies learning in the subject of community life during the Hindu-Buddhist period. The purpose of this study is to find out the collections in the Sri Baduga museum that can support the material of community life during the Hindu-Buddha, to find out the activities which are conducted by students in utilizing Sri Baduga Museum collection that supports the subject of community life during the Hindu-Buddha period, to find out the optimization Sri Baduga Museum as a source of social studies learning in the subject of community life during the Hindu-Buddhist period, and to find out the obstacles of the use of Sri Baduga Museum as a source of social studies learning in the subject of community life during the Hindu-Buddhist period. Data collection will be conducted by observation, interviews and documentation. This study reveals that; First, there are collections that support the subject of community life in the Hindu-Buddhist period such as, replicas of Inscriptions, replicas of Arca, replicas of Candi. Second, the activities which are conducted by students are tour activities which is going around from the first floor to the third floor, watching movies, recording important things and taking photos as documentation. Third, optimization which are conducted by the staff are providing good facilities, as well as adding collections, revitalizing the Classic Period Room. Fourth, obstacles which are experienced in terms of funding.
{"title":"Sri Baduga Museum as a Source For Social Learning in The Material of People Existence in Hindu – Buddhism Period","authors":"Bunga Rosyana","doi":"10.17509/ijposs.v4i1.21349","DOIUrl":"https://doi.org/10.17509/ijposs.v4i1.21349","url":null,"abstract":"This research is based on the social studies learning process that has been happening so far, limited by formal classrooms, educators only use textbooks as the only source of social studies learning, in order to achieve social studies learning objectives, it is necessary to choose learning resources that are in accordance with the material. Sri Baduga Museum is conceptually relevant to be used as a source of social studies learning in the subject of community life during the Hindu-Buddhist period. The purpose of this study is to find out the collections in the Sri Baduga museum that can support the material of community life during the Hindu-Buddha, to find out the activities which are conducted by students in utilizing Sri Baduga Museum collection that supports the subject of community life during the Hindu-Buddha period, to find out the optimization Sri Baduga Museum as a source of social studies learning in the subject of community life during the Hindu-Buddhist period, and to find out the obstacles of the use of Sri Baduga Museum as a source of social studies learning in the subject of community life during the Hindu-Buddhist period. Data collection will be conducted by observation, interviews and documentation. This study reveals that; First, there are collections that support the subject of community life in the Hindu-Buddhist period such as, replicas of Inscriptions, replicas of Arca, replicas of Candi. Second, the activities which are conducted by students are tour activities which is going around from the first floor to the third floor, watching movies, recording important things and taking photos as documentation. Third, optimization which are conducted by the staff are providing good facilities, as well as adding collections, revitalizing the Classic Period Room. Fourth, obstacles which are experienced in terms of funding.","PeriodicalId":32323,"journal":{"name":"International Journal Pedagogy of Social Studies","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81859518","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 : 2019-06-30DOI: 10.17509/ijposs.v4i1.21348
Febriana Br Ginting
This research was conducted based on students’ diverse learning outcomes. To maximize learning outcomes, a supportive learning resource is needed. 8th grader students of Junior High School 12 Bandung have used the internet in social science subject learning. Given the limitations of school facilities and infrastructure, all students access the internet in social science subject learning using personal data connection. The internet is used by teachers and students in finding learning materials and seeking completion of school assignments. The internet helps students to get up to date and relevant learning resources. The method used for collecting the data in this study was through observation, interview, and documentation. The research target was students. The findings of this study indicated that by using the internet, students are easier to find learning material and it helps them to work on school assignments completion, and it helps them to obtain scores that tend to increase. The use of the internet as a learning resource makes students better understand the subject matter, makes it easier to find learning material as well as to find answers for their assignments. However, the barrier to the use of the internet as a source of learning for students was when the learning materials sought are combined with other learning materials.
{"title":"Internet as a Resource of Learning in Increasing Students` Learning Outcomes on Social Studies Subject","authors":"Febriana Br Ginting","doi":"10.17509/ijposs.v4i1.21348","DOIUrl":"https://doi.org/10.17509/ijposs.v4i1.21348","url":null,"abstract":"This research was conducted based on students’ diverse learning outcomes. To maximize learning outcomes, a supportive learning resource is needed. 8th grader students of Junior High School 12 Bandung have used the internet in social science subject learning. Given the limitations of school facilities and infrastructure, all students access the internet in social science subject learning using personal data connection. The internet is used by teachers and students in finding learning materials and seeking completion of school assignments. The internet helps students to get up to date and relevant learning resources. The method used for collecting the data in this study was through observation, interview, and documentation. The research target was students. The findings of this study indicated that by using the internet, students are easier to find learning material and it helps them to work on school assignments completion, and it helps them to obtain scores that tend to increase. The use of the internet as a learning resource makes students better understand the subject matter, makes it easier to find learning material as well as to find answers for their assignments. However, the barrier to the use of the internet as a source of learning for students was when the learning materials sought are combined with other learning materials.","PeriodicalId":32323,"journal":{"name":"International Journal Pedagogy of Social Studies","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89906521","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 : 2019-06-30DOI: 10.17509/ijposs.v4i1.21346
Nurul Fauziah
This study was conducted since there is a problem of limited social studies learning source for junior high school or SMP. Mostly, teachers only provide textbooks or other learning material, but do not use environment as the source of social studies learning. Thus, learning source which uses environment is highly needed, such as role Dynamics of Asy-syuro Mosque in 1912-2015, which aims to increase students’ enthusiasm in learning social studies in class and to make students understand the lesson more easily because they can see it directly. In this research, the case study method was used because the researcher carefully observed the role of Asy-syuro Mosque in the Pre Independence (1912-1945) and the Post-Independence (1949-2015) periods. Data collection technique of this study was through Literature study, Observation, interview, and documentation study. The subjects of this study are the family of the mosque’s founder, Asy-syuro Mosque management, Cipari village’s elders, social studies teachers, and students of MTs Ponpes Cipari. Based on the research, it is found that Asy-syuro Mosque had a quite significant role change in seven aspects (Ritual, Social, Economy, Education, Da’wah, Politics, and Health). The role of Asy-Syuro Mosque in politics in 1912, 1945 and 1949 has values and meanings of great fighting, togetherness, cooperation, and nationalism soul. This case is included into learning source "Message" component. Meanwhile, Asy-Syuro Mosque's role in other aspects, has piety, responsibility, concern, honesty, values and as the application of Social Interaction and Social Motives Economic Action materials. These are included into learning source "Environment" type. Asy-Syuro Mosque is a kind of "Learning Resources by Utilization" which uses environment or surroundings and is relevant to social studies learning material.
{"title":"The Dynamics of Asy-syuro Mosque’s Role in Cipari Village in 1912-2015 as Social Studies Learnings Source","authors":"Nurul Fauziah","doi":"10.17509/ijposs.v4i1.21346","DOIUrl":"https://doi.org/10.17509/ijposs.v4i1.21346","url":null,"abstract":"This study was conducted since there is a problem of limited social studies learning source for junior high school or SMP. Mostly, teachers only provide textbooks or other learning material, but do not use environment as the source of social studies learning. Thus, learning source which uses environment is highly needed, such as role Dynamics of Asy-syuro Mosque in 1912-2015, which aims to increase students’ enthusiasm in learning social studies in class and to make students understand the lesson more easily because they can see it directly. In this research, the case study method was used because the researcher carefully observed the role of Asy-syuro Mosque in the Pre Independence (1912-1945) and the Post-Independence (1949-2015) periods. Data collection technique of this study was through Literature study, Observation, interview, and documentation study. The subjects of this study are the family of the mosque’s founder, Asy-syuro Mosque management, Cipari village’s elders, social studies teachers, and students of MTs Ponpes Cipari. Based on the research, it is found that Asy-syuro Mosque had a quite significant role change in seven aspects (Ritual, Social, Economy, Education, Da’wah, Politics, and Health). The role of Asy-Syuro Mosque in politics in 1912, 1945 and 1949 has values and meanings of great fighting, togetherness, cooperation, and nationalism soul. This case is included into learning source \"Message\" component. Meanwhile, Asy-Syuro Mosque's role in other aspects, has piety, responsibility, concern, honesty, values and as the application of Social Interaction and Social Motives Economic Action materials. These are included into learning source \"Environment\" type. Asy-Syuro Mosque is a kind of \"Learning Resources by Utilization\" which uses environment or surroundings and is relevant to social studies learning material.","PeriodicalId":32323,"journal":{"name":"International Journal Pedagogy of Social Studies","volume":"40 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89207197","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 : 2019-06-27DOI: 10.14324/111.444.IJSP.2019.V8.1.003
Bill Cleary
This article strives to reinterpret educational values in social pedagogy to provide a basis for a critique of evidence-based practices. The article focuses on traditions and developments in social pedagogy from a Danish perspective. However, the author often refers to ‘Denmark and the other Nordic countries’ due to the fact that many of the traditions and developments mentioned have taken place throughout Scandinavia. The author argues that ‘the social’ or ‘sociality’ in social pedagogy is not an evidence-based concept and must therefore be continually open for interpretation by professionals and clients alike. Furthermore, it is argued that this continual interpretive ‘quest’ ( MacIntyre, 2003 ; Taylor, 1989 ) is a foundational practice in social pedagogy. As a response to the prevalence of ‘evidence-based practice’ and so-called scientific ‘hard facts’ within the social professions, the author argues for the necessity of interpretive spaces. The article explicates how the social pedagogical tradition in Denmark has built on the German educational tradition of Bildung, i.e. a broad, holistic, humanistic concept of education. The objective of Bildung is to educate not just toward knowledge but toward sociality. To work with Bildung within a social pedagogical framework, it is argued, practitioners need to be sensitive to historical, cultural and biographical narratives. However, such narrative sensitivity is only one side of the coin in working with Bildung in social pedagogy. It is equally important is to develop a culture that produces human presence ( Gumbrecht, 2004 ). Practitioners must therefore navigate between interpretation and presence. The author argues that the knowledge base that this type of practice builds on is phenomenological hermeneutics ( Ricoeur, 1976 ; van Manen, 2016 ). From this perspective the author discusses how the values of this tradition can be re-interpreted in a late modern society.
{"title":"Reinterpreting Bildung in Social Pedagogy","authors":"Bill Cleary","doi":"10.14324/111.444.IJSP.2019.V8.1.003","DOIUrl":"https://doi.org/10.14324/111.444.IJSP.2019.V8.1.003","url":null,"abstract":"This article strives to reinterpret educational values in social pedagogy to provide a basis for a critique of evidence-based practices. The article focuses on traditions and developments in social pedagogy from a Danish perspective. However, the author often refers to ‘Denmark and the other Nordic countries’ due to the fact that many of the traditions and developments mentioned have taken place throughout Scandinavia. The author argues that ‘the social’ or ‘sociality’ in social pedagogy is not an evidence-based concept and must therefore be continually open for interpretation by professionals and clients alike. Furthermore, it is argued that this continual interpretive ‘quest’ ( MacIntyre, 2003 ; Taylor, 1989 ) is a foundational practice in social pedagogy. As a response to the prevalence of ‘evidence-based practice’ and so-called scientific ‘hard facts’ within the social professions, the author argues for the necessity of interpretive spaces. The article explicates how the social pedagogical tradition in Denmark has built on the German educational tradition of Bildung, i.e. a broad, holistic, humanistic concept of education. The objective of Bildung is to educate not just toward knowledge but toward sociality. To work with Bildung within a social pedagogical framework, it is argued, practitioners need to be sensitive to historical, cultural and biographical narratives. However, such narrative sensitivity is only one side of the coin in working with Bildung in social pedagogy. It is equally important is to develop a culture that produces human presence ( Gumbrecht, 2004 ). Practitioners must therefore navigate between interpretation and presence. The author argues that the knowledge base that this type of practice builds on is phenomenological hermeneutics ( Ricoeur, 1976 ; van Manen, 2016 ). From this perspective the author discusses how the values of this tradition can be re-interpreted in a late modern society.","PeriodicalId":32323,"journal":{"name":"International Journal Pedagogy of Social Studies","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83298920","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 : 2019-02-22DOI: 10.14324/111.444.IJSP.2019.V8.1.001
Niina Manninen, E. Kuusisto, K. Tirri
This mixed methods study introduces the concept of purpose in the social pedagogical education of Finnish social services students ( N = 151). The aim of this study is to specify the purpose profiles of the students and to investigate how students with different profiles define the intended outcome of having a purpose in life and why they want to help unknown others. Three purpose profiles are identified: dabbler, purposeful and dreamer. Most of the social services students appear to be dabblers, who differ from the purposeful group in that they keep searching for new purposes in life. Purposeful students were the most able to address values as their guiding principles in life, although what was most important for students in all profiles was to pursue a pleasant life rather than a value-driven or some form of good life. Purposeful students also specified value-based helping goals more than others and felt that their own well-being was the key to helping others. The study points out that students’ awareness of their values and purposes should be promoted during their social pedagogical education. Most students might not be aware why they are pursuing a helping profession. Students could be supported in identifying helping unknown others as their life purpose in order to promote their wellbeing, satisfaction at work and wider understanding of the personal level and social level impacts of helping.
{"title":"Finnish social services students’ perceptions of purpose and helping unknown others","authors":"Niina Manninen, E. Kuusisto, K. Tirri","doi":"10.14324/111.444.IJSP.2019.V8.1.001","DOIUrl":"https://doi.org/10.14324/111.444.IJSP.2019.V8.1.001","url":null,"abstract":"This mixed methods study introduces the concept of purpose in the social pedagogical education of Finnish social services students ( N = 151). The aim of this study is to specify the purpose profiles of the students and to investigate how students with different profiles define the intended outcome of having a purpose in life and why they want to help unknown others. Three purpose profiles are identified: dabbler, purposeful and dreamer. Most of the social services students appear to be dabblers, who differ from the purposeful group in that they keep searching for new purposes in life. Purposeful students were the most able to address values as their guiding principles in life, although what was most important for students in all profiles was to pursue a pleasant life rather than a value-driven or some form of good life. Purposeful students also specified value-based helping goals more than others and felt that their own well-being was the key to helping others. The study points out that students’ awareness of their values and purposes should be promoted during their social pedagogical education. Most students might not be aware why they are pursuing a helping profession. Students could be supported in identifying helping unknown others as their life purpose in order to promote their wellbeing, satisfaction at work and wider understanding of the personal level and social level impacts of helping.","PeriodicalId":32323,"journal":{"name":"International Journal Pedagogy of Social Studies","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84154007","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 : 2019-02-08DOI: 10.14324/111.444.IJSP.2019.V7.1.011
Elina Nivala
This International Journal of Social Pedagogy special issue on Social Pedagogy in the Nordic Countries generally stems from Hämäläinen’s (2012) definition of two main developmental lines of social pedagogy: a line of social care and welfare activities preventing and alleviating social exclusion, and a line of social education supporting growth into membership of society. In the Nordic countries, both of these lines exist in social pedagogical discussion, research and practice. The special issue aims to both discuss the existence of these lines as such and show examples of social pedagogical work in the arenas of both general and special social education.
{"title":"Editorial: Special issue on social pedagogy in the Nordic countries","authors":"Elina Nivala","doi":"10.14324/111.444.IJSP.2019.V7.1.011","DOIUrl":"https://doi.org/10.14324/111.444.IJSP.2019.V7.1.011","url":null,"abstract":"This International Journal of Social Pedagogy special issue on Social Pedagogy in the Nordic Countries generally stems from Hämäläinen’s (2012) definition of two main developmental lines of social pedagogy: a line of social care and welfare activities preventing and alleviating social exclusion, and a line of social education supporting growth into membership of society. In the Nordic countries, both of these lines exist in social pedagogical discussion, research and practice. The special issue aims to both discuss the existence of these lines as such and show examples of social pedagogical work in the arenas of both general and special social education.","PeriodicalId":32323,"journal":{"name":"International Journal Pedagogy of Social Studies","volume":"35 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76624845","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 : 2019-01-31DOI: 10.14324/111.444.IJSP.2019.V7.1.010
E. Timonen-Kallio, J. Hämäläinen
This paper discusses the nature of the professional expertise needed in residential child care (RCC) in light of recent debate on social pedagogy. Focusing on the question of what kind of expertise is introduced in this debate, the paper deals with the contribution of social pedagogy to the professional development and professional competences of the RCC field, as well as the characteristics of professional knowhow in particular. The paper discusses also the research on how RCC expertise is constructed among RCC workers and how they demonstrate their expertise to other professional groups. The final aim is to outline a social pedagogy-informed profile of professional RCC competences. The purpose is to stimulate and enable multidisciplinary reflections about different kinds of expertise and shared responsibilities, towards developing an integrated framework for RCCs. Moreover, the paper emphasises the relevance of social pedagogy as a subject for training to promote RCC professionalism.
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Pub Date : 2019-01-30DOI: 10.14324/111.444.IJSP.2019.V7.1.008
S. Ryynänen, Elina Nivala
In his book The Killing Fields of Inequality (2013/2014), sociologist Göran Therborn brought together empirical data, theoretical reflections and historical and political analysis in order to outline an analytical tool for understanding the complex phenomenon of inequality. In this article, it is asked whether Therborn’s framework, rooted in the idea that social inequality is a social construction that may be transformed, could provide one possible analytical tool that could help professionals in the area of social pedagogy to better understand inequalities and ways to combat them. Following the orientation of critical social pedagogy, it is argued that, in order to better direct the planning and implementation of theoretical and practical work aiming at taking steps towards a more egalitarian future, it is necessary to see the connectedness of individual hardships with wider and deeper societal structures of inequality. The first part of the article offers a short historical analysis of inequality as a question of social pedagogy. The second part is dedicated to Therborn’s theoretical framework of the different dimensions of inequality. It is introduced within a social pedagogical context. Different mechanisms leading to inequality are also outlined, together with their counterforces, or the mechanisms producing equality. Using Therborn’s framework as an analytical tool, a suggestion is formulated on how his theory could be applied as a general framework for work in the field of social pedagogy attempting to prevent and alleviate social exclusion and inequality in society. The article outlines a set of ‘social pedagogical tools for equality’, the use of which should be contextualised within a well-rooted conceptual understanding of inequality.
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