| 1. |
- Basic, Goran, 1972-, et al.
(författare)
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Inclusion and obstacles : a social pedagogical analysis of narratives concerning work with unaccompanied young refugees with experiences of war in institutional care in Sweden
- 2022
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Ingår i: Social Pedagogy and Social Education. - : Social Pedagogy Association. ; , s. 6-23
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Konferensbidrag (refereegranskat)abstract
- In the Swedish debate on social pedagogy, immigration issues have got a lot of attention, and social pedagogy has been seen a relevant theoretical framework for educational programs promoting social integration of immigrants. The practical function of social pedagogy is seen to deal with all kinds of social and psychosocial needs in all phases of life span in all kinds of educational and care institutions. It is about social-pedagogical know-how seeing to be relevant for working with people in different, sometimes very difficult life situations. This study purpose was to provide new understanding about: 1) institution personnel narratives about the day-to-day work of taking care of young people who experienced a war, fled to Sweden and were cared for and placed in institutions; and 2) interactive patterns contributing to constructing the category ‘social pedagogue’. The material was gathered through interviews with personnel who work with these young people at residential or care homes. Analytical findings with the following themes are presented: (1) “Empathy, collaboration and inclusion”, (2) “Stigma and inclusion”, and (3) “(In)competence of personnel and inclusion”. Analysis of the study’s empirical material reveals major variations in what is expected of a social pedagogue working in institutional care in Sweden with unaccompanied young refugees who have experiences of war. A common denominator is that the mission of and context in which the social pedagogue operates appear flexible enough to enable an individual to play the role in a variety of ways. Only when the individual social pedagogue adopts an active, assertive, independent, personal and relatively strong posture will there be a chance of being important to other professional categories and for the client. In practice, therefore, only when the individual social pedagogue transcends the expectations of the conventional role will there be a chance to be appreciated by other collaborators.
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| 2. |
- Basic, Goran, 1972-, et al.
(författare)
-
Inclusion and obstacles in the Swedish social pedagogical context : an analysis of narratives on working with unaccompanied refugee minors with wartime experiences in institutional care
- 2020
-
Ingår i: Croatian review of rehabilitation research. - Zagreb : Faculty of Education and Rehabilitation Sciences, Zagreb, Croatia. - 1848-7734. ; 56:1, s. 1-18
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Tidskriftsartikel (refereegranskat)abstract
- The general perspective on social pedagogy and research emphasises the importance of recognising the various identities that are actualised and re-actualised during interpersonal interactions in the various social contexts in which the individual acts or is expected to act. The purpose of the present study was to provide a new understanding of: (1) narratives by staff at institutions regarding the day-to-day work of caring for youths who, having experienced war, fled to Sweden and were taken into care and placed in institutions; and (2) interactive patterns contributing to constructing and reconstructing the inclusion of the clients and the obstacles to inclusion during practical social pedagogy. Analytical findings with the following themes are presented: (1) empathy, collaboration and inclusion; (2) stigma and inclusion; and (3) (in)competence of personnel and inclusion. This study demonstrates that recognition, or the lack thereof, of young peoples’ various identities may affect their opportunities for inclusion in the new society. Both the recognition and loss of identity that occur in various contexts in which young people act or are expected to act contribute to the success of integration and can be an obstacle to it.
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| 3. |
- Basic, Goran, 1972-, et al.
(författare)
-
Inequalities, Discrimination and Inclusion : Expectations and Variations in Social Pedagogical Work with Unaccompanied Young Refugees in Institutional Care in Sweden
- 2021
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Ingår i: <em>Challenges of the 21st Century: Democracy, Environment, Inequalities, Intersectionality</em>. - : ISA, International Sociological Association.
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Konferensbidrag (refereegranskat)abstract
- The study purpose was to provide new understanding about: 1) institution personnel narratives about the day-to-day work of taking care of young people who experienced a war, fled to Sweden and were cared for and placed in institutions; and 2) interactive patterns contributing to constructing the category ‘social pedagogue’. The material was gathered through interviews with personnel who work with these young people at residential or care homes. The social pedagogic perspective in social sciences stresses including the individual in the community, which gives the individual confirmation of an identity through community participation. Successful interaction between individuals is fundamental for achieving community integration of unaccompanied children and young people in Sweden. Analysis of the study’s empirical material reveals major variations in what is expected of a social pedagogue working in institutional care in Sweden with unaccompanied young refugees who have experiences of war. A common denominator is that the mission of and context in which the social pedagogue operates appear flexible enough to enable an individual to play the role in a variety of ways. Only when the individual social pedagogue adopts an active, assertive, independent, personal and relatively strong posture will there be a chance of being important to other professional categories and for the client. From a Swedish perspective, it is easy to imagine that the war’s consequences are taking place ‘over there’, in a different country or another part of the world, at another time in place. It therefore becomes especially important to allow people with war experiences who are in Sweden to share and relate how the experiences are significant here and now. By allowing this sharing, knowledge is also created about how preconceptions, inequalities and discrimination can be faced and discouraged.
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| 4. |
- Fredriksson, Ulf, 1954-, et al.
(författare)
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A Comparative Study of Curriculums for Education for Sustainable Development (ESD) in Sweden and Japan
- 2020
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Ingår i: Sustainability. - : MDPI AG. - 2071-1050. ; 12:3
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Tidskriftsartikel (refereegranskat)abstract
- This study examined the curriculums and implementation of Education for Sustainable Development (ESD) in upper secondary schools in Japan and Sweden and examined and compared the policies and cases of ESD practice. The comparison showed that ESD is present in the national curriculums of both countries, but is emphasized differently. In Sweden, it is more a matter of mentioning ESD as part of the principles that guide education, while in Japan, the integration of ESD into the subject syllabus is emphasized. The schools visited strove to implement ESD in their work. ESD is not an exclusive approach in addition to other school activities, but rather a central part of the schools´ work. Many issues are included under the umbrella of ESD, not only environmental issues. International contacts are one of the most important elements of the work, but this does not exclude local engagement. In fact, the schools have established impressive networks. Project work is an important approach in supporting students’ learning about sustainable development. A prerequisite for the successful work of the schools, which all have a certain reputation in the field of ESD, is the dedication of the teachers and the equally dedicated principals who support the work.
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