| 1. |
- Cederlund, Christer, 1952-, et al.
(author)
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I huvudet på en socialpedagog : En studie om yrkesverksamma välfärdsarbetare och deras föreställningar om socialpedagogik
- 2020
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Reports (other academic/artistic)abstract
- Detta är en studie om hur yrkesverksamma välfärdsaktörer med akademisk socialpedagogisk utbildning, förstår och beskriver socialpedagogik i teori och praktik. Studien har genomförts bland yrkesverksamma, före detta studenter på socionomprogrammet med inriktning mot socialpedagogik vid Stockholms universitet och det Socialpedagogiska programmet vid Högskolan Väst. Syftet är att beskriva och analysera de yrkesverksamma studenternas föreställningar om socialpedagogik som kunskapsfält och som praxis, samt hur socialpedagogiken kommit till uttryck i den egna yrkespraktiken. Studien bygger på intervjuer med 27 personer. Genom samtal och genom de berättelser vi tagit del av från respondenternas yrkesvardag har deras syn på socialpedagogik som fenomen, som värdegrund, som mål, metod och förhållningssätt växt fram.Analysen av yrkespraktiken tar utgångspunkt i tre teoretiska idealmodeller av socialpedagogik; den anpassande, den mobiliserande och den demokratiska, konstruerades som ett resultat av en tidigare intervjustudie med socialpedagogiska forskare (Eriksson 2006). I synen på socialpedagogikens värdegrund syns en samstämmighet bland respondenterna i den här studien och forskarna i den tidigare studien. Hur värdegrunden tar sig uttryck i praktiken är dock inte lika tydligt. Respondenterna ger uttryck för teorier, värderingar och förhållningssätt, men tvingas att i konkreta situationer handla pragmatiskt. Respondenternas sätt att förhålla sig till situationen är att inta ett pragmatiskt förhållningssätt, ett förhållningssätt som vi benämnt ”den pragmatiske socialpedagogen”. De försöker att upprätthålla, vad de menar är ett socialpedagogiskt förhållningssätt, trots administrativa och organisatoriska begränsningar. Det handlar om att hantera det upplevda handlingsutrymmet.
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| 2. |
- Cedersund, Elisabet, 1950-, et al.
(author)
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Renässans för socialpedagogik? : en bok om socialpedagogisk bildning
- 2019. - 1
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Book (other academic/artistic)abstract
- I denna bok söker vi samla idéer och tankar från olika tidsepoker för att formulera en socialpedagogik för framtiden. För att de idéer som historiskt formulerats om socialpedagogiken ska vara användbara måste de förstås utifrån och kopplas till den nutida situationen. Boken tecknar en aktuell bild av socialpedagogisk verksamhet och forskning i Sverige, kompletterad med internationella utblickar.
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| 3. |
- Cedersund, Elisabet, et al.
(author)
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Social pedagogy versus social work in a Swedish context
- 2021
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In: International journal of social pedagogy. - : UCL Press. - 2051-5804. ; 10:1
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Journal article (peer-reviewed)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.
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| 4. |
- Cedersund, Elisabet, et al.
(author)
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Social pedaogical practices in Swedish welfare contexts
- 2019
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In: International Journal of Social Pedagogy. - : UCL Press. - 2051-5804. ; 7:1, s. 7-19
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Journal article (peer-reviewed)abstract
- This article focuses on social pedagogy and how social pedagogical approaches are used in Swedish welfare contexts. Social pedagogy as a phenomenon has existed in a variety of settings and during different periods of time. However, the meaning of social pedagogy as a concept depends to a great extent on the context in which it occurs, and the concept therefore has various connotations. The aim of this article is to analyse and discuss trends, directions and goals in social pedagogical practice. Three research projects (cases) are described, analysed and related to three theoretical models. The three cases – (1) a 'drive-in football' project for young people in a suburb, (2) an alternative residential caresetting for young people with learning disabilities, and (3) a 'future workshop' for older people – involved different situations and different audiences, all with elements of marginalisation and exclusion. The analysis of the three examples shows that social pedagogical practice in the Swedish context is characterised by the challenge of balancing the tensions between the individual and the collective, between emancipation and adaptation and between action and negotiation. The social pedagogical activities are also characterised by the fact that they all contain social, practical and existential dimensions of social support and an approach rooted in ethical core values.
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| 5. |
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| 6. |
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| 7. |
- Eriksson, Lisbeth, 1951-
(author)
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Community development and social pedagogy : traditions for understanding mobilization for collective self-development
- 2011
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In: Community Development Journal. - : Oxford University Press. - 0010-3802 .- 1468-2656. ; 46:4, s. 403-420
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Journal article (peer-reviewed)abstract
- In this article, I discuss the similarities and differences between the two traditions, community development and social pedagogy. I relate thinking within these traditions to empirical data from a newly started research project around mobilization for collective self-development. In this article, four differences between the traditions are discussed. The traditions vary in origins and geographical spread. They are at work in different welfare systems. As a fourth difference, you can describe community development as located within an educational field, while social pedagogy is to be found in social work. There are also similarities, and one is that, in both traditions, there is a tension between a radical and a conservative side, which gives interest to the question of who or what should be changed. By using these two traditions, some important aspects of the empirical examples have been made visible. These aspects are relevant for the further understanding of the examples.
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| 8. |
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| 9. |
- Eriksson, Lisbeth, 1951-, et al.
(author)
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Den svårfångade socialpedagogiken
- 2000. - 1
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Book (other academic/artistic)abstract
- Representerar socialpedagogik en särskild kunskapsform som förutsätter en speciell socialpedagogisk kompetens? Begreppet socialpedagogik har blivit allt vanligare inom olika verksamhetsområden i Sverige.
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| 10. |
- Eriksson, Lisbeth, 1951-
(author)
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Dialectics instead of dichotomy : perspectives on the twin ambitions of the disability movement
- 2013
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In: Education Policy Analysis Archives. - 1068-2341. ; 21:44, s. 1-14
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Journal article (peer-reviewed)abstract
- This article discusses the mobilizing work of a disability organization, at the local chapter level. I have spent about a year following the work of a chapter, mainly through contacts, conversations and interviews with the persons who are active on its board. The analysis of the chapter’s work takes as its starting point two traditions that emphasize collective sense of community and mobilization of groups. These traditions, continental social pedagogy and Anglo-Saxon community development, are complemented by the theoretical concepts of recognition and redistribution. A number of dilemmas, which can be expressed in terms of dichotomies, are built into these theories. They can be challenged in different ways by the empirical data. Through these confrontations, we can see how the dichotomy is transformed into dialectics where phenomena cannot be regarded as either or but rather as both.
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