| 1. |
- Anderberg, Mats, 1961-
(författare)
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In search of a social pedagogical profession in schools : Missions and roles under reconsideration
- 2020
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Ingår i: International Journal of Social Pedagogy. - Anglesey, United Kingdom : UCL Press. - 2051-5804. ; 9:1, s. 1-19
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Forskningsöversikt (refereegranskat)abstract
- School is one of the areas where social pedagogy has taken on an increasingly important function.Supported by available literature, the aim of this literature review is to describe and analyse how the workof social pedagogues in schools can be manifested. The literature review shows that social pedagogicalwork in schools is common in many countries and emerging in others. The study shows a wide variationboth between and within countries with regard to the mission and goals, status, role and function, tasksand activities of social pedagogues. The primary mission is inclusion of pupil groups or individualswith various types of psychosocial problems or school-related difficulties, followed by preventive workaimed at all pupils to counteract social exclusion in school, disciplining groups of pupils who are invarious ways disrupting or breaking school norms, a consciousness-raising and mobilising mission anda more general teaching mission aimed at citizenship and democratic upbringing. The literature reviewshows that social pedagogy as a profession enjoys high currency and relevance in schools with a view topreventing the segregation and exclusion of pupils.
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| 2. |
- Cedersund, Elisabet, et al.
(författare)
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Social pedagogy versus social work in a Swedish context
- 2021
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Ingår i: International journal of social pedagogy. - : UCL Press. - 2051-5804. ; 10:1
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Tidskriftsartikel (refereegranskat)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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| 3. |
- Cedersund, Elisabet, et al.
(författare)
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Social pedaogical practices in Swedish welfare contexts
- 2019
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Ingår i: International Journal of Social Pedagogy. - : UCL Press. - 2051-5804. ; 7:1, s. 7-19
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Tidskriftsartikel (refereegranskat)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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| 4. |
- Hammerin, Zofia, 1986-, et al.
(författare)
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Health in everyday teaching practice in Sweden : a social pedagogical analysis of high school teachers’ descriptions
- 2024
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Ingår i: International Journal of Social Pedagogy. - : UCL Press. - 2051-5804. ; 13:1, s. 1-12
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Tidskriftsartikel (refereegranskat)abstract
- This article aims to contribute a social pedagogical perspective of high school teachers’ descriptions of working with student health in their teaching practice in Sweden. Ten high school teachers were interviewed. The teachers considered their student health work as consisting of two main aspects: creating a good relationship and helping the students to succeed. These aspects are implicitly and explicitly described as comprising the recognition of the actors’ social and pedagogical identities. This study shows that social pedagogical recognition is significant for common success in school practice in relation to student health work. Clarifying the teachers’ responsibility and competence in student health work and strengthening teachers in their identity as health promoters could improve student health practice.
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