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Tytuł:
Insights into social pedagogical research and discussion in Northern Europe – Report from NERA2018 Congress in Oslo
Autorzy:
Päivikki, Rapo,
Elina, Nivala,
Powiązania:
https://bibliotekanauki.pl/articles/893032.pdf
Data publikacji:
2018-09-04
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
NERA
social pedagogy
Opis:
The 46th NERA Congress was held on March 8th to 10th 2018 at the University of Oslo. The Nordic Educational Research Association (NERA) brings together researchers in the field of educational sciences in the Nordic countries. An essential part of the association and the congress are NERA’s 24 networks organised around different subject areas in educational sciences such as early childhood research, youth research and more. There is also a network for social pedagogy. Its aim is to develop and strengthen the cooperation between researchers and professional groups, engaged or interested in the field of social pedagogy, in the Nordic countries and even wider in Northern Europe like in Poland and Germany. It is currently coordinated by six researchers from five different countries: Denmark, Finland, Iceland, Norway, Poland and Sweden.
Źródło:
Papers of Social Pedagogy; 2018, 9(2); 58-63
2392-3083
Pojawia się w:
Papers of Social Pedagogy
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Introduction
Autorzy:
Danuta, Lalak,
Powiązania:
https://bibliotekanauki.pl/articles/893067.pdf
Data publikacji:
2018-01-11
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
social pedagogy
social prevention
Opis:
null The collection of papers presented in this issue gives the opportunity to share experiences and reflections in the interdisciplinary field called social prevention.
Źródło:
Papers of Social Pedagogy; 2017, 6(1); 5-5
2392-3083
Pojawia się w:
Papers of Social Pedagogy
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
What is the Swedish Interpretation of Social Pedagogy. A Literature Review
Autorzy:
Mats, Högström,
Powiązania:
https://bibliotekanauki.pl/articles/893014.pdf
Data publikacji:
2018-02-27
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
social pedagogy
Sweden
pedagogy
social work
education
review
Opis:
The concept of social pedagogy can be studied from different perspectives and with diverse foci. According to Eriksson & Markström (2000) there are three main ways to study the phenomenon of social pedagogy: as an area of expertise, academic subject or professional action. In this article the main focus is on social pedagogy as an area of expertise or in other words its knowledge field and territory. Alternatively, according to Brante (2003) the core, the periphery and limits of social pedagogy.
Źródło:
Papers of Social Pedagogy; 2018, 8(1); 51-65
2392-3083
Pojawia się w:
Papers of Social Pedagogy
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Preventive interventions in socio-pedagogical social work
Autorzy:
Irena, Dychawy Rosner,
Powiązania:
https://bibliotekanauki.pl/articles/893047.pdf
Data publikacji:
2018-01-08
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
social pedagogy
social work
welfare servive
Opis:
Global economic, cultural and ideological processes in society affect social work and the welfare regimes in developed countries. In their day-to-day work, social work professionals are confronted with the impact of unemployment, the widening income gap, social vulnerability and disadvantageous living conditions. In contemporary social work practice, there is a call for effective models of practice that promote practitioners’ autonomy and their abilities to give support that is more preventive, to their clients. This article reports on some developments in social pedagogy within the context of social work issues and offers insights on practical preventive social interventions. It identifies four bases for operating schemes in social pedagogy within social work practice: empowering strategies, an appreciation of clients’ cultural and ethnic preferences, responsive communication and promoting collaboration, along with cultivating alliances with significant actors around the client. The potential of these operating schemes as tools might be applied to varied preventive interventions. The article concludes that these bases within socio-pedagogical social work can extend the capacities of welfare services by changing the dominant discourses shaping many contemporary welfare service contexts, as well as by the workers themselves supporting their clients’ lifeworlds.
Źródło:
Papers of Social Pedagogy; 2017, 6(1); 24-36
2392-3083
Pojawia się w:
Papers of Social Pedagogy
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Family matters are not just domestic affairs: a perspective on social pedagogy in social work
Autorzy:
Irena, Dychawy Rosner,
Powiązania:
https://bibliotekanauki.pl/articles/893065.pdf
Data publikacji:
2018-01-19
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
family
social pedagogy
social work
Sweden
Opis:
In the last few decades, the traditional concept of family has weakened while the development of numerous new constellations has gained a lot of attention. Convention sees family as a nuclear social formation, where heterosexual parents raise their children well. This view attests to the potential for healthy functioning in a variety of family arrangements, and to the stability of these social environments. In the turmoil of our rapidly changing world, the value of system orientation is changing and questions are being raised over what is an ordinary landscape of family life, its constellations and optimal functioning. This article raises family-relevant issues and discusses social pedagogy in family social work, particularly related to social care in Sweden intended for socially vulnerable populations such as the elderly, members of minority ethnic groups, and persons with disabilities suffering from discrimination and social exclusion. It is concluded that – in these populations – the family constellation, be it traditional or modern, is not really the issue, since public social care service constructions have mostly replaced traditional caring relations within families with leveling institutional structures. The social pedagogy in family social work professional practice is conducted using socio-ecological approaches for assessment, treatment and service delivery, for the improvement of individual wellbeing referred to as the individual, social and sociopolitical life-world context.
Źródło:
Papers of Social Pedagogy; 2016, 5(2); 6-16
2392-3083
Pojawia się w:
Papers of Social Pedagogy
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Education as a breaker of poverty: a critical perspective
Autorzy:
Phan, Thị Tuyết Vân,
Powiązania:
https://bibliotekanauki.pl/articles/892986.pdf
Data publikacji:
2018-01-20
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
poverty
education
crisis
social pedagogy
Opis:
This paper aims to portray the overall picture of poverty in the world and mentions the key solution to overcome poverty from a critical perspective. The data and figures were quoted from a number of researchers and organizations in the field of poverty around the world. Simultaneously, the information strengthens the correlations among poverty and lack of education. Only appropriate philosophies of education can improve the country’s socio-economic conditions and contribute to effective solutions to worldwide poverty. In the 21st century, despite the rapid development of science and technology with a series of inventions brought into the world to make life more comfortable, human poverty remains a global problem, especially in developing countries. Poverty, according to Lister (2004), is reflected by the state of “low living standards and/or inability to participate fully in society because of lack of material resources” (p.7). The impact and serious consequences of poverty on multiple aspects of human life have been realized by different organizations and researchers from different contexts (Fraser, 2000; Lister, 2004; Lipman, 2004; Lister, 2008). This paper will indicate some of the concepts and research results on poverty. Figures and causes of poverty, and some solutions from education as a key breaker to poverty will also be discussed. Creating a universal definition of poverty is not simple (Nyasulu, 2010). There are conflicts among different groups of people defining poverty, based on different views and fields. Some writers, according to Nyasulu, tend to connect poverty with social problems, while others focus on political or other causes. However, the reality of poverty needs to be considered from different sides and ways; for that reason, the diversity of definitions assigned to poverty can help form the basis on which interventions are drawn (Ife and Tesoriero, 2006). For instance, in dealing with poverty issues, it is essential to intervene politically; economic intervention is very necessary to any definition of this matter. A political definition necessitates political interventions in dealing with poverty, and economic definitions inevitably lead to economic interventions. Similarly, Księżopolski (1999) uses several models to show the perspectives on poverty as marginal, motivation and socialist. These models look at poverty and solutions from different angles. Socialists, for example, emphasize the responsibilities of social organization. The state manages the micro levels and distributes the shares of national gross resources, at the same time fighting to maintain the narrow gap among classes. In his book, Księżopolski (1999) also emphasizes the changes and new values of charity funds or financial aid from churches or organizations recognized by the Poor Law. Speaking specifically, in the new stages poverty has been recognized differently, and support is also delivered in limited categories related to more specific and visible objectives, with the aim of helping the poor change their own status for sustainable improvement. Three ways of categorizing the poor and locating them in the appropriate places are (1) the powerless, (2) who is willing to work and (3) who is dodging work. Basically, poverty is determined not to belong to any specific cultures or politics; otherwise, it refers to the situation in which people’s earnings cannot support their minimum living standard (Rowntree, 1910). Human living standard is defined in Alfredsson & Eide’s work (1999) as follows: “Everyone has the right to a standard of living adequate for the health and well-being of himself and his family, including food, clothing, housing and medical care and necessary social services, and the right to security in the event of unemployment, sickness, disability, widowhood, old age or other lack of livelihood in circumstances beyond his control.” (p. 524). In addition, poverty is measured by Global Hunger Index (GHI), which is calculated by the International Food Policy Institute (IFPRI) every year. The GHI measures hunger not only globally, but also by country and region. To have the figures multi-dimensionally, the GHI is based on three indicators: 1. Undernourishment: the proportion of the undernourished as a percentage of the population (reflecting the share of the population with insufficient calorie intake). 2. Child underweight: the proportion of children under age 5 who are underweight (low weight for their age, reflecting wasting, stunted growth or both), which is one indicator of child under-nutrition. 3. Child mortality: the mortality rate of children under 5 (partially reflecting the fatal synergy of inadequate dietary intake and unhealthy environments). Apart from the individual aspects and the above measurement based on nutrition, which help partly imagine poverty, poverty is more complicated, not just being closely related to human physical life but badly affecting spiritual life. According to Jones and Novak (1999 cited in Lister, 2008), poverty not only characterizes the precarious financial situation but also makes people self-deprecating. Poverty turns itself into the roots of shame, guilt, humiliation and resistance. It leads the poor to the end of the road, and they will never call for help except in the worst situations. Education can help people escape poverty or make it worse. In fact, inequality in education has stolen opportunity for fighting poverty from people in many places around the world, in both developed and developing countries (Lipman, 2004). Lipman confirms: “Students need an education that instills a sense of hope and possibility that they can make a difference in their own family, school, and community and in the broader national and global community while it prepare them for multiple life choices.” (p.181) Bradshaw (2005) synthesizes five main causes of poverty: (1) individual deficiencies, (2) cultural belief systems that support subcultures of poverty, (3) economic, political and social distortions or discrimination, (4) geographical disparities and (5) cumulative and cyclical interdependencies. The researcher suggests the most appropriate solution corresponding with each cause. This reflects the diverse causes of poverty; otherwise, poverty easily happens because of social and political issues. From the literature review, it can be said that poverty comes from complex causes and reasons, and is not a problem of any single individual or country. Poverty has brought about serious consequences and needs to be dealt with by many methods and collective effort of many countries and organizations. This paper will focus on representing some alarming figures on poverty, problems of poverty and then the education as a key breaker to poverty. According to a statistics in 2012 on poverty from the United Nations Development Program (UNDP), nearly half the world's population lives below the poverty line, of which is less than $1.25 a day . In a statistics in 2015, of every 1,000 children, 93 do not live to age 5 , and about 448 million babies are stillborn each year . Poverty in the world is happening alarmingly. According to a World Bank study, the risk of poverty continues to increase on a global scale and, of the 2009 slowdown in economic growth, which led to higher prices for fuel and food, further pushed 53 million people into poverty in addition to almost 155 million in 2008. From 1990 to 2009, the average GHI in the world decreased by nearly one-fifth. Many countries had success in solving the problem of child nutrition; however, the mortality rate of children under 5 and the proportion of undernourished people are still high. From 2011 to 2013, the number of hungry people in the world was estimated at 842 million, down 17 percent compared with the period 1990 to 1992, according to a report released by the Food and Agriculture Organization of the United Nations (FAO) titled “The State of Food Insecurity in the World 2013” . Although poverty in some African countries had been improved in this stage, sub-Saharan Africa still maintained an area with high the highest percentage of hungry people in the world. The consequences and big problems resulting from poverty are terrible in the extreme. The following will illustrate the overall picture under the issues of health, unemployment, education and society and politics ➢ Health issues: According a report by Manos Unidas, a non- government organization (NGO) in Spain , poverty kills more than 30,000 children under age 5 worldwide every day, and 11 million children die each year because of poverty. Currently, 42 million people are living with HIV, 39 million of them in developing countries. The Manos Unidas report also shows that 15 million children globally have been orphaned because of AIDS. Scientists predict that by 2020 a number of African countries will have lost a quarter of their population to this disease. Simultaneously, chronic drought and lack of clean water have not only hindered economic development but also caused disastrous consequences of serious diseases across Africa. In fact, only 58 percent of Africans have access to clean water; as a result, the average life expectancy in Africa is the lowest in the world, just 45 years old (Bui, 2010). ➢ Unemployment issues: According to the United Nations, the youth unemployment rate in Africa is the highest in the world: 25.6 percent in the Middle East and North Africa. Unemployment with growth rates of 10 percent a year is one of the key issues causing poverty in African and negatively affecting programs and development plans. Total African debt amounts to $425 billion (Bui, 2010). In addition, joblessness caused by the global economic downturn pushed more than 140 million people in Asia into extreme poverty in 2009, the International Labor Organization (ILO) warned in a report titled The Fallout in Asia, prepared for the High-Level Regional Forum on Responding to the Economic Crisis in Asia and the Pacific, in Manila from Feb. 18 to 20, 2009 . Surprisingly, this situation also happens in developed countries. About 12.5 million people in the United Kingdom (accounting for 20 percent of the population) are living below the poverty line, and in 2005, 35 million people in the United States could not live without charity. At present, 620 million people in Asia are living on less than $1 per day; half of them are in India and China, two countries whose economies are considered to be growing. ➢ Education issues: Going to school is one of the basic needs of human beings, but poor people cannot achieve it. Globally, 130 million children do not attend school, 55 percent of them girls, and 82 million children have lost their childhoods by marrying too soon (Bui, 2010). Similarly, two-thirds of the 759 million illiterate people in total are women. Specifically, the illiteracy rate in Africa keeps increasing, accounting for about 40 percent of the African population at age 15 and over 50 percent of women at age 25. The number of illiterate people in the six countries with the highest number of illiterate people in the world - China, India, Indonesia, Brazil, Bangladesh and Egypt - reached 510 million, accounting for 70 percent of total global illiteracy. ➢ Social and political issues: Poverty leads to a number of social problems and instability in political systems of countries around the world. Actually, 246 million children are underage labors, including 72 million under age 10. Simultaneously, according to an estimate by the United Nations (UN), about 100 million children worldwide are living on the streets. For years, Africa has suffered a chronic refugee problem, with more than 7 million refugees currently and over 200 million people without homes because of a series of internal conflicts and civil wars. Poverty threatens stability and development; it also directly influences human development. Solving the problems caused by poverty takes a lot of time and resources, but afterward they can focus on developing their societies. Poverty has become a global issue with political significance of particular importance. It is a potential cause of political and social instability, even leading to violence and war not only within a country, but also in the whole world. Poverty and injustice together have raised fierce conflicts in international relations; if these conflicts are not satisfactorily resolved by peaceful means, war will inevitably break out. Obviously, poverty plus lack of understanding lead to disastrous consequences such as population growth, depletion of water resources, energy scarcity, pollution, food shortages and serious diseases (especially HIV/AIDS), which are not easy to control; simultaneously, poverty plus injustice will cause international crimes such as terrorism, drug and human trafficking, and money laundering. Among recognizable four issues above which reflected the serious consequences of poverty, the third ones, education, if being prioritized in intervention over other issues in the fighting against poverty is believed to bring more effectiveness in resolving the problems from the roots. In fact, human being with the possibility of being educated resulted from their distinctive linguistic ability makes them differential from other beings species on the earth (Barrow and Woods 2006, p.22). With education, human can be aware and more critical with their situations, they are aimed with abilities to deal with social problems as well as adversity for a better life; however, inequality in education has stolen opportunity for fighting poverty from unprivileged people (Lipman, 2004). An appropriate education can help increase chances for human to deal with all of the issues related to poverty; simultaneously it can narrow the unexpected side-effect of making poverty worse. A number of philosophies from ancient Greek to contemporary era focus on the aspect of education with their own epistemology, for example, idealism of Plato encouraged students to be truth seekers and pragmatism of Dewey enhanced the individual needs of students (Gutex, 1997). Education, more later on, especially critical pedagogy focuses on developing people independently and critically which is essential for poor people to have ability of being aware of what they are facing and then to have equivalent solutions for their problems. In other words, critical pedagogy helps people emancipate themselves and from that they can contribute to transform the situations or society they live in. In this sense, in his most influential work titled “Pedagogy of the Oppressed” (1972), Paulo Freire carried out his critical pedagogy by building up a community network of peasants- the marginalized and unprivileged party in his context, aiming at awakening their awareness about who they are and their roles in society at that time. To do so, he involved the peasants into a problem-posing education which was different from the traditional model of banking education with the technique of dialogue. Dialogue wasn’t just simply for people to learn about each other; but it was for figuring out the same voice; more importantly, for cooperation to build a social network for changing society. The peasants in such an educational community would be relieved from stressfulness and the feeling of being outsiders when all of them could discuss and exchange ideas with each other about the issues from their “praxis”. Praxis which was derived from what people act and linked to some values in their social lives, was defined by Freire as “reflection and action upon the world in order to transform it” (p.50). Critical pedagogy dialogical approach in Pedagogy of the Oppressed of Freire seems to be one of the helpful ways for solving poverty for its close connection to the nature of equality. It doesn’t require any highly intellectual teachers who lead the process; instead, everything happens naturally and the answers are identified by the emancipation of the learners themselves. It can be said that the effectiveness of this pedagogy for people to escape poverty comes from its direct impact on human critical consciousness; from that, learners would be fully aware of their current situations and self- figure out the appropriate solutions for their own. In addition, equality which was one of the essences making learners in critical pedagogy intellectually emancipate was reflected via the work titled “The Ignorant Schoolmaster” by Jacques Rancière (1991). In this work, the teacher and students seemed to be equal in terms of the knowledge. The explicator- teacher Joseph Jacotot employed the interrogative approach which was discovered to be universal because “he taught what he didn’t know”. Obviously, this teacher taught French to Flemish students while he couldn’t speak his students’ language. The ignorance which was not used in the literal sense but a metaphor showed that learners can absolutely realize their capacity for self-emancipation without the traditional teaching of transmission of knowledge from teachers. Regarding this, Rancière (1991, p.17) stated “that every common person might conceive his human dignity, take the measure of his intellectual capacity, and decide how to use it”. This education is so meaningful for poor people by being able to evoking their courageousness to develop themselves when they always try to stay away from the community due the fact that poverty is the roots of shame, guilt, humiliation and resistance (Novak, 1999). The contribution of critical pedagogy to solving poverty by changing the consciousness of people from their immanence is summarized by Freire’s argument in his “Pedagogy of Indignation” as follows: “It is certain that men and women can change the world for the better, can make it less unjust, but they can do so from starting point of concrete reality they “come upon” in their generation. They cannot do it on the basis of reveries, false dreams, or pure illusion”. (p.31) To sum up, education could be an extremely helpful way of solving poverty regarding the possibilities from the applications of studies in critical pedagogy for educational and social issues. Therefore, among the world issues, poverty could be possibly resolved in accordance with the indigenous people’s understanding of their praxis, their actions, cognitive transformation, and the solutions with emancipation in terms of the following keynotes: First, because the poor are powerless, they usually fall into the states of self-deprecation, shame, guilt and humiliation, as previously mentioned. In other words, they usually build a barrier between themselves and society, or they resist changing their status. Therefore, approaching them is not a simple matter; it requires much time and the contributions of psychologists and sociologists in learning about their aspirations, as well as evoking and nurturing the will and capacities of individuals, then providing people with chances to carry out their own potential for overcoming obstacles in life. Second, poverty happens easily in remote areas not endowed with favorable conditions for development. People there haven’t had a lot of access to modern civilization; nor do they earn a lot of money for a better life. Low literacy, together with the lack of healthy forms of entertainment and despair about life without exit, easily lead people into drug addiction, gambling and alcoholism. In other words, the vicious circle of poverty and powerlessness usually leads the poor to a dead end. Above all, they are lonely and need to be listened to, shared with and led to escape from their states. Community meetings for exchanging ideas, communicating and immediate intervening, along with appropriate forms of entertainment, should be held frequently to meet the expectations of the poor, direct them to appropriate jobs and, step by step, change their favorite habits of entertainment. Last but not least, poor people should be encouraged to participate in social forums where they can both raise their voices about their situations and make valuable suggestions for dealing with their poverty. Children from poor families should be completely exempted from school fees to encourage them to go to school, and curriculum should also focus on raising community awareness of poverty issues through extracurricular and volunteer activities, such as meeting and talking with the community, helping poor people with odd jobs, or simply spending time listening to them. Not a matter of any individual country, poverty has become a major problem, a threat to the survival, stability and development of the world and humanity. Globalization has become a bridge linking countries; for that reason, instability in any country can directly and deeply affect the stability of others. The international community has been joining hands to solve poverty; many anti-poverty organizations, including FAO (Food and Agriculture Organization), BecA (the Biosciences eastern and central Africa), UN-REDD (the United Nations Programme on Reducing Emissions from Deforestation and Forest Degradation), BRAC (Building Resources Across Communities), UNDP (United Nations Development Programme), WHO (World Health Organization) and Manos Unidas, operate both regionally and internationally, making some achievements by reducing the number of hungry people, estimated 842 million in the period 1990 to 1992, by 17 percent in 2011- to 2013 . The diverse methods used to deal with poverty have invested billions of dollars in education, health and healing. The Millennium Development Goals set by UNDP put forward eight solutions for addressing issues related to poverty holistically: 1) Eradicate extreme poverty and hunger. 2) Achieve universal primary education. 3) Promote gender equality and empower women. 4) Reduce child mortality. 5) Improve maternal health. 6) Combat HIV/AIDS, malaria and other diseases. 7) Ensure environmental sustainability. 8) Develop a global partnership for development. Although all of the mentioned solutions carried out directly by countries and organizations not only focus on the roots of poverty but break its circle, it is recognized that the solutions do not emphasize the role of the poor themselves which a critical pedagogy does. More than anyone, the poor should have a sense of their poverty so that they can become responsible for their own fate and actively fight poverty instead of waiting for help. It is not different from the cores of critical theory in solving educational and political issues that the poor should be aware and conscious about their situation and reflected context. It is required a critical transformation from their own praxis which would allow them to go through a process of learning, sharing, solving problems, and leading to social movements. This is similar to the method of giving poor people fish hooks rather than giving them fish. The government and people of any country understand better than anyone else clearly the strengths and characteristics of their homelands. It follows that they can efficiently contribute to causing poverty, preventing the return of poverty, and solving consequences of the poverty in their countries by many ways, especially a critical pedagogy; and indirectly narrow the scale of poverty in the world. In a word, the wars against poverty take time, money, energy and human resources, and they are absolutely not simple to end. Again, the poor and the challenged should be educated to be fully aware of their situation to that they can overcome poverty themselves. They need to be respected and receive sharing from the community. All forms of discrimination should be condemned and excluded from human society. When whole communities join hands in solving this universal problem, the endless circle of poverty can be addressed definitely someday. More importantly, every country should be responsible for finding appropriate ways to overcome poverty before receiving supports from other countries as well as the poor self-conscious responsibilities about themselves before receiving supports from the others, but the methods leading them to emancipation for their own transformation and later the social change.
Źródło:
Papers of Social Pedagogy; 2017, 7(2); 30-41
2392-3083
Pojawia się w:
Papers of Social Pedagogy
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Individual, family and environment as the subject of research in social pedagogy – development and transformations
Autorzy:
Mariusz, Cichosz,
Powiązania:
https://bibliotekanauki.pl/articles/893053.pdf
Data publikacji:
2018-01-25
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
social pedagogy
individual
family
environment
Opis:
The cognitive specificity of social pedagogy is its interest in the issues related to social conditionings of human development and, respectively, the specific social conditionings of the upbringing process. The notion has been developed in various directions since the very beginning of the discipline, yet the most clearly visible area seems to be the functioning of individuals, families and broader environment. Simultaneously, it is possible to observe that the issues have been entangled in certain socio-political conditions, the knowledge of which is substantial for the reconstruction and identification of the research heritage of social pedagogy. All these interrelationships allowed to distinguish particular stages of development of social pedagogy. Contemporarily, it is a discipline with descent scientific achievements which marks out and indicates new perspectives both in the field of educational practice and the theory of social activity. Social pedagogy, similarly to other areas (subdisciplines) of pedagogy, deals with the notion of upbringing in a certain aspect – in a certain problem inclination. It specializes in social and environmental conditionings of the upbringing process. It is the thread of the social context of upbringing what proves to be the crucial, basic and fundamental determinant of upbringing and, thus, decisive factor for human development. This notion was always present in the general pedagogical thought however, its organized and rationalized character surfaced only when the social pedagogy was distinguished as a separate, systematic area of pedagogy. It occurred in Poland only at the beginning of the 19th century. From the very beginning the creators and precursors of this subdiscipline pointed out its relatively wide range. It has been the notion of individual – social conditionings of human development, yet, social pedagogists were interested in human at every stage of their lives i.e. childhood, adolescence, adulthood and old age. Another area of interest were the issues related to family as the most important “place” of human development and, in this respect, the issues connected with institutions undertaking various activities: help, care, support and animation. Finally, the scope of interest included issues related to the environment as the place where the upbringing process is supposed to realize and realizes. Since the very beginning of social pedagogy these have been the prominent threads for exploration. At the same time it ought to be stated that these threads have always been interwoven with various social-political conditions both with regards to their interpretation as well as possible and planned educational practice. Therefore social pedagogy and its findings must be always “read” in the context of social-political conditions which accompanied the creation of a given thought or realization of some educational practice. As these conditions have constantly been undergoing certain transformations one may clearly distinguish particular stages of development of social pedagogy. The stages reflect various approaches to exploring and describing the above-mentioned areas of this discipline. Following the assumptions regarding the chronology of social pedagogy development and the three distinguished stages of development, it seems worthwhile to study how the issues related to an individual, family and environment were shaped at these stages. The first stage when the social psychology was arising was mainly the time of Helena Radlińska’s activities as well as less popular and already forgotten Polish pedagogists – precursors of this discipline such as: Anna Chmielewska, Irena Jurgielewiczowa, Zofia Gulińska or Maria Korytowska. In that period social pedagogists mainly dealt with individuals, families and the functioning of environments in the context of educational activities aimed at arousing national identity and consciousness. However, their work did no focus on indicating the layers of threats and deficits in functioning of individuals, social groups or families but on the possibilities to stimulate their development and cultural life. Therefore social pedagogy of those times was not as strongly related to social work as it currently is but dealt mainly with educational work. The classic example of such approach in the research carried out in the social pedagogy of that time may be the early works by Helena Radlińska who undertook the narrow field of cultural-educational work targeted to all categories of people. The works described such issues as the organization of libraries, organizing extra-school education (H. Orsza, 1922, H. Orsza-Radlińska, 1925). It ought to be stated that this kind of work was regarded as public and educational work, whereas currently it exists under the name of social work. Frequently quoted works related to the issues of arising social pedagogy were also the works by Eustachy Nowicki e.g. “Extra-school education and its social-educational role in the contemporary Polish life” from 1923 or the works by Stefania Sempołowska, Jerzy Grodecki or Jadwiga Dziubińska. Such an approach and tendencies are clearly visible in a book from 1913 (a book which has been regarded by some pedagogists as the first synthetic presentation of social pedagogy). It is a group work entitled “Educational work – its tasks, methods and organization” (T. Bobrowski, Z. Daszyńska-Golińska, J. Dziubińska, Z. Gargasa, M. Heilperna, Z. Kruszewska, L. Krzywicki, M. Orsetti, H. Orsza, St. Posner, M. Stępkowski, T. Szydłowski, Wł. Weychert-Szymanowska, 1913). The problem of indicated and undertaken research areas and hence, the topics of works realized by the social pedagogists of that times changed immediately after regaining independence and before World War II. It was the time when the area of social pedagogists interests started to include the issues of social inequality, poverty and, subsequently, the possibility of helping (with regards to the practical character of social pedagogy). The research works undertaken by social pedagogists were clearly of diagnostic, practical and praxeological character. They were aimed at seeking the causes of these phenomena with simultaneous identification and exploration of certain environmental factors as their sources. A classic example of such a paper – created before the war – under the editorial management of H. Radlińska was the work entitled “Social causes of school successes and failures” from 1937 (H. Radlińska, 1937). Well known are also the pre-war works written by the students of H. Radlińska which revealed diagnostic character such as: “The harm of a child” by Maria Korytowska (1937) or “A child of Polish countryside” edited by M. Librachowa and published in Warsaw in 1934 (M. Librachowa, 1934). Worthwhile are also the works by Czesław Wroczyński from 1935 entitled “Care of an unmarried mother and struggle against abandoning infants in Warsaw” or the research papers by E. Hryniewicz, J. Ryngmanowa and J. Czarnecka which touched upon the problem of neglected urban and rural families and the situation of an urban and rural child – frequently an orphaned child. As it may be inferred, the issues of poverty, inefficient families, single-parent families remain current and valid also after the World War II. These phenomena where nothing but an outcome of various war events and became the main point of interest for researchers. Example works created in the circle of social pedagogists and dealing with these issues may be two books written in the closest scientific environment of Helena Radlińska – with her immense editorial impact. They are “Orphanage – scope and compensation” (H. Radlińska, J. Wojtyniak, 1964) and “Foster families in Łódź” (A. Majewska, 1948), both published immediately after the war. Following the chronological approach I adopted, the next years mark the beginning of a relative stagnation in the research undertaken in the field of social pedagogy. Especially the 50’s – the years of notably strong political indoctrination and the Marxist ideological offensive which involved building the so called socialist educational society – by definition free from socio-educational problems in public life. The creation and conduction of research in this period was also hindered due to organizational and institutional reasons. The effect of the mentioned policy was also the liquidation of the majority of social sciences including research facilities – institutes, departments and units. An interesting and characteristic description of the situation may be the statement given by Professor J. Auletner who described the period from the perspective of development of social policy and said that: “During the Stalinist years scientific cultivation of social policy was factually forbidden”. During the period of real socialism it becomes truly difficult to explore the science of social policy. The name became mainly the synonym of the current activity of the state and a manifestation of struggles aimed at maintaining the existing status quo. The state authorities clearly wanted to subdue the science of social activities of the state […]. During the real socialism neither the freedom for scientific criticism of the reality nor the freedom of research in the field of social sciences existed. It was impossible (yet deliberated) to carry out a review of poverty and other drastic social issues” (J. Auletner, 2000). The situation changes at the beginning of the 60’s (which marks the second stage of development of social pedagogy) when certain socio-political transformations – on the one hand abandoning the limitation of the Stalinist period (1953 – the death of Stalin and political thaw), on the other – reinforcement of the idea of socialist education in social sciences lead to resuming environmental research. It was simultaneously the period of revival of Polish social pedagogy with regards to its institutional dimension as well as its ideological self-determination (M. Cichosz, 2006, 2014). The issues of individuals, families and environments was at that time explored with regards to the functioning of educational environments and in the context of exploring the environmental conditionings of the upbringing process. Typical examples here may be the research by Helena Izdebska entitled “The functioning of a family and childcare tasks” (H. Izdebska, 1967) and “The causes of conflicts in a family” (H. Izdebska, 1975) or research conducted by Anna Przecławska on adolescents and their participation in culture: “Book, youth and cultural transformations” (A. Przecławska, 1967) or e.g. “Cultural diversity of adolescents against upbringing problems” (A. Przecławska, 1976). A very frequent notion undertaken at that time and remaining within the scope of the indicated areas were the issues connected with organization and use of free time. This may be observed through research by T. Wujek: “Homework and active leisure of a student” (T. Wujek, 1969). Another frequently explored area was the problem of looking after children mainly in the papers by Albin Kelm or Marian Balcerek. It is worthwhile that the research on individuals, families or environments were carried out as part of the current pedagogical concepts of that time like: parallel education, permanent education, lifelong learning or the education of adults, whereas, the places indicated as the areas of human social functioning in which the environmental education took place were: family, school, housing estate, workplace, social associations. It may be inferred that from a certain (ideological) perspective at that time we witnessed a kind of modeling of social reality as, on the one hand particular areas were diagnosed, on the other – a desired (expected) model was built (designed) (with respect to the pragmatic function of practical pedagogy). A group work entitled “Upbringing and environment” edited by B. Passini and T. Pilch (B. Passini, T. Pilch, 1979) published in 1979 was a perfect illustration of these research areas. It ought to be stated that in those years a certain model of social diagnosis proper for undertaken social-pedagogical research was reinforced (M. Deptuła, 2005). Example paper could be the work by I. Lepalczyk and J. Badura entitled: “Elements of pedagogical diagnostics” (I. Lepalczyk, J. Badura, 1987). Finally, the social turning point in the 80’s and 90’s brought new approaches to the research on individuals, families and environments which may be considered as the beginning of the third stage of the development of social pedagogy. Breaking off the idea of socialist education meant abandoning the specific approach to research on the educational environment previously carried out within a holistic system of socio-educational influences (A. Przecławska, w. Theiss, 1995). The issues which dominated in the 90’s and still dominate in social pedagogy with regards to the functioning of individuals, families and local environments have been the issues connected with social welfare and security as well as education of adults. Research papers related to such approach may be the work by Józefa Brągiel: “Upbringing in a single-parent family” from 1990; the work edited by Zofia Brańka “The subjects of care and upbringing” from 2002 or a previous paper written in 1998 by the same author in collaboration with Mirosław Szymański “Aggression and violence in modern world” published in 1999 as well as the work by Danuta Marzec “Childcare at the time of social transformations” from 1999 or numerous works by St. Kawula, A. Janke. Also a growing interest in social welfare and social work is visible in the papers by J. Brągiel and P. Sikora “Social work, multiplicity of perspectives, family – multiculturalism – education” from 2004, E. Kanwicz and A. Olubiński: “Social activity in social welfare at the threshold of 21st century” from 2004 or numerous works on this topic created by the circles gathered around the Social Pedagogy Faculty in Łódź under the management of E. Marynowicz-Hetka. Current researchers also undertake the issues related to childhood (B. Smolińska-Theiss, 2014, B. Matyjas, 2014) and the conditionings of the lives of seniors (A. Baranowska, E. Kościńska, 2013). Ultimately, among the presented, yet not exclusive, research areas related to particular activities undertaken in human life environment (individuals, families) and fulfilled within the field of caregiving, social welfare, adult education, socio-cultural animation or health education one may distinguish the following notions: the functioning of extra-school education institutions, most frequently caregiving or providing help such as: orphanage, residential home, dormitory, community centre but also facilities aimed at animating culture like youth cultural centres, cultural centres, clubs etc., the functioning of school, the realization of its functions (especially educational care), fulfilling and conditioning roles of student/teacher, the functioning of peer groups, collaboration with other institutions, the functioning (social conditionings) of family including various forms of families e.g. full families, single-parent families, separated families, families at risk (unemployment) and their functioning in the context of other institutions e.g. school, social pathologies, the issues of violence and aggression, youth subcultures, participation in culture, leisure time, the role of media, the functioning of the seniors – animation of activities in this field, various dimensions of social welfare, support, providing help, the conditionings of functioning of such jobs as the social welfare worker, culture animator, voluntary work. It might be concluded that the issues connected with individuals, families and environment have been the centre of interest of social pedagogy since the very beginning of this discipline. These were the planes on which social pedagogists most often identified and described social life – from the perspective of human participation. On the course of describing the lives of individuals, families and broader educational environments social pedagogists figured out and elaborated on particular methods and ways of diagnosing social life. Is it possible to determine any regularities or tendencies in this respect? Unquestionably, at the initial stage of existence of this discipline, aimed at stimulating national consciousness and subsequent popularization of cultural achievements through certain activities – social and educational work, social pedagogists built certain models of these undertakings which were focused on stimulating particular social activity and conscious participation in social life. The issues concerning social diagnosis, though not as significant as during other stages, served these purposes and hence were, to a certain extent, ideologically engaged. The situation changed significantly before and shortly after the World War II. Facing particular conditions of social life – increase in many unfavourable phenomena, social pedagogists attempted to diagnose and describe them. It seems to have been the period of clear shaping and consolidation of the accepted model of empirical research in this respect. The model was widely accepted as dominating and has been developed in Polish social pedagogy during the second and subsequent stages of developing of this discipline. Practical and praxeological character of social pedagogy became the main direction of this development. Consequently, social diagnosis realized and undertaken with regard to social pedagogy was associated with the idea of a holistic system of education and extra-school educational influences and related educational environments. Therefore, the more and more clearly emphasized goal of environmental research – forecasting, was associated with the idea of building holistic, uniform educational impacts. After the systemic transformation which occurred in Poland in the 90’s, i.e. the third stage of social pedagogy development, abandoning the previous ideological solutions, environmental research including diagnosis was reassociated with social life problems mainly regarding social welfare and security. Individuals, families and environment have been and still seem to be the subject of research in the field of social pedagogy in Poland. These research areas are structurally bound with its acquired paradigm – of a science describing transformations of social life and formulating a directive of practical conduct regarding these transformations. A question arouses about the development of social pedagogy as the one which charts the direction of transformations of practices within the undertaken research areas. If it may be considered as such, then it would be worthwhile to enquire about the directions of the accepted theoretical acknowledgments. On the one hand we may observe a relatively long tradition of specifically elaborated and developed concepts, on the other – there are still new challenges ahead. Observing the previous and current development of Polish social pedagogy it may be inferred that its achievements are not overextensive with regards to the described and acquired theoretical deliberations. Nevertheless, from the very beginning, it has generated certain, specific theoretical solutions attempting to describe and explain particular areas of social reality. Especially noteworthy is the first period of the existence of this discipline, the period of such social pedagogists like i.a. J.W. Dawid, A. Szycówna, I. Moszczeńska or Helena Radlińska. The variety of the reflections with typically philosophical background undertaken in their works (e.g. E. Abramowski) is stunning. Equally involving is the second stage of development of social pedagogy i.e. shortly after the World War II, when Polish social pedagogy did not fully break with the heritage of previous philosophical reflections (A. Kamiński, R. Wroczyński) yet was developed in the Marxist current. A question arouses whether the area of education and the projects of its functioning of that time were also specific with regards to theory (it seems to be the problem of the whole Socialist pedagogy realised in Poland at that time). The following years of development of this discipline, especially at the turn of 80’s and 90’s was the period of various social ideas existing in social pedagogy – the influences of various concepts and theories in this field. The extent to which they were creatively adapted and included in the current of specific interpretations still requires detailed analysis, yet remains clearly visible. Another important area is the field of confronting the theories with the existing and undertaken solutions in the world pedagogy. A. Radziewicz-Winnicki refers to the views of the representatives of European and world social thought: P. Bourdieu, U. Beck, J. Baudrillard, Z. Bauman and M. Foucault, and tries to identify possible connections and relationships between these ideas and social pedagogy: “the ideas undertaken by the mentioned sociologists undoubtedly account for a significant source of inspiration for practical reflection within social pedagogy. Therefore, it is worthwhile to suggest certain propositions of their application in the field of the mentioned subdiscipline of pedagogy” (Radziewicz-Winnicki 2008). The contemporary social pedagogy in Poland constantly faces numerous challenges. W. Theiss analysed the contemporary social pedagogy with regards to its deficiencies but also the challenges imposed by globalisation and wrote: “Modern social pedagogy focuses mainly on the narrow empirical research and narrow practical activity and neglects research in the field of theory functioning separately from the realms of the global (or globalising) world or pays insufficient attention to these problems. It leads to a certain self-marginalisation of our discipline which leaves us beyond the current of main socio-educational problems of modern times. In this respect, it seems worthwhile and necessary to carry out intensive conceptual and research work focused on e.g. the following issues: metatheory of social pedagogy and its relationship with modern trends in social sciences; the concepts of human and the world, the concepts of the hierarchy of values; the theory of upbringing, the theory of socialization, the theory of educational environment; a conceptual key of the modern reality; new terms and new meanings of classical concepts; socio-educational activities with direct and indirect macro range e.g. balanced development and its programmes, global school, intercultural education, inclusive education, professional education of emigrants”. Considering the currently undertaken research in this field and the accepted theoretical perspectives it is possible to indicate specific and elaborated concepts. They fluctuate around structural spheres of social pedagogy on the axis: human – environment – environmental transformations. It accounts for an ontological sphere of the acknowledged concepts and theories. Below, I am enumerating the concepts which are most commonly discussed in social pedagogy with regards to the acquired and accepted model. Currently discussed theoretical perspectives (contexts) in social pedagogy and the concepts within. I. The context of social personal relationships social participation, social presence; social communication, interaction; reciprocity. II. The context of social activities (the organization of environment) institutionalisation; modernization; urbanization. III. The context of environment space; place; locality. The socially conditioned process of human development is a process which constantly undergoes transformations. The pedagogical description of this process ought to include these transformations also at the stage of formulating directives of practical activities – the educational practice. It is a big challenge for social pedagogy to simultaneously do not undergo limitations imposed by current social policy and response to real social needs. It has been and remains a very important task for social pedagogy.
Źródło:
Papers of Social Pedagogy; 2017, 7(2); 6-18
2392-3083
Pojawia się w:
Papers of Social Pedagogy
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Book review of: Klaudia Śledzińska (ed.). Responsibility – Participation - Conscious Citizenship – The Dilemmas of Global Education. Warszawskie Wydawnictwo Sociologiczne. Warszawa 2017.
Autorzy:
Katarzyna, Rychlicka-Maraszek,
Powiązania:
https://bibliotekanauki.pl/articles/893038.pdf
Data publikacji:
2018-09-04
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
participation
education
citizenship
social pedagogy
Opis:
In the contemporary world, modernising at an incredible pace, an increasing importance is being placed on education, which is supposed to prepare communities for this acceleration. A few areas can be separated during discussions on education: among the others it is the issue of competencies indispensable on the labour market of the future as well as values and global education. Such issues are also a starting point for the authors of the publication issued in English “Responsibility – Participation - Conscious Citizenship – The Dilemmas of Global Education. Global education – as it is the main subject matter of the publication - was implemented into Polish system of education in the school year 2009/2010 (it was placed in the core curriculum of general education). Prior to this, in 2002 in Maastricht European politicians developed Declaration of Global Education which put forward systemic solutions in this area. The significance of education in the world of multiculturalism and globalization was stressed out long before by researchers indicating the need to focus on such issues and prepare communities for the challenges of postmodernity. It emerges that after more than a dozen years of implementing and practicing global education there is still a need to intellectually deal with this difficult and complex notion. Real practice has revealed a number of areas which still are and will long continue to remain a challenge both for researchers and practitioners. The aim of the publication, edited by Klaudia Śledzińska, is to provide an answer to the question not so much about the essence of global education in Polish educational practice but rather about its axionormative dimension and values implemented in various social dimensions. The axis for deliberations undertaken by the authors is based on such values like responsibility, committed participation and social engagement. It is education – as observed by the editor in the introduction – that is supposed to “enhance the awareness and reflexive cognition of phenomena, social processes, interrelations between people and places, as well as to foster stronger social engagement” [s.8], It should also contribute to better understanding of mutual interrelations and the permeation of cultural, environmental, economic, social, political and technological systems. This, however requires a basic consensus regarding the understanding and interpretations of the values essential in education as well as their transmission methods. The publication is composed of three parts: the first two make an attempt to put in order the notions and conceptualize the categories of responsibility as well civic participation and civic society and akin ideas of a social bond and social capital. Part three deals with selected concepts of social life and experience, wherein we can discern the very essence of responsibility, participation and process towards conscious citizenship. Thus, presented are those aspects through which “we can appreciate the significance of educational actions towards the formation of responsible civic attitudes, notably work according to a corporational model, employee - volunteering, insurance reciprocity, horizontal and vertical gender segregation in scientific milieu as well as lifelong learning and activation of older people” [s.11]. It worth emphasizing several significant issues emphasized by the Authors and related to the notions related to global education, especially in the context of transformations of contemporary societies. One of them is a crucial issue present in public and academic discourse and dealing with the division of the world into global North and South, the impact of which is mostly “felt” by the countries of a global South. Global education which was supposed to increase sensitivity to the problems of inequality and bring closer or tame “the Other” has become an element of a specific symbolic violence and imposing on poor countries the civilizational and economic model incorporated in the countries of the North. Klaudia Śledzińska in her chapter focuses on a “hidden programme” of global education, thus a Europocentric, stereotyping model of creating a global awareness, taking no consideration of the specificity and local conditions, which the countries of the North “offer” to the global South. Another manifestation of organizing the world according to old post-colonial principles is “educational disease”, that is “forcing by the rich North the only vision of the development of the deprived regions, in both individual and group dimensions, by means of formal education towards achieving a high social status” [s.43]. Thus, paradoxically the present task of global education is to deconstruct itself and include/ take into consideration other perspectives and discourses, including the ones put forward by minorities. It is teaching responsibility, creating a strong personal subjectivity, stressing out respect to subjectivity of “the Other”, learning “out of Others and from Others [s.47]. Only such attitude where “personal subjectivity of “you” appears through “I” (and vice versa) (…) and thereby secures relationships which no longer carry the features of exploitation, injustice or dominance” [s.47]. In their publication, the Authors indicate and emphasize the significance of numerous citizen-making mechanisms, practices and strategies, which they place in the context of education, making it possible to disseminate and enhance them. Both the employee participation in companies, employee volunteering, pro-social activity on community portals but also more increasingly a common activity of women, the elderly not only on the labour market but also in the social sphere contributes to building a mature civic society. Nonetheless, it will not be lasting unless education provides substantial foundations based on commonly developed values. The proposal of the model of education offered in the publication means “focusing on teaching a pupil/student – not as an uprooted citizen of the world , but as a citizen endowed with his own unique identity, socially enrooted in concrete local contexts and capable of making rational choices”[s.52]. This statement - though perhaps controversial - gives the publication Authors- proprietary feature. It reveals that the recently depreciated locality and identity, built around universal values such as responsible partnership still remains valid. In the first chapters of the publication a certain nostalgia for the return of the “culture of character” instead of the currently functioning culture of personality is clearly seen (from the perspective of one of the authors, a crucial moment for an axio-normative shift and understanding responsibility took place in the early 20th century). It “was a shift from the culture of character to the culture of personality, from internal to external values” . “The culture of character was associated with the notions of, e.g.: citizenship, obligation, democracy, labour, honour, reputation, morality. The culture of personality, in other words, the culture of “making a good impression on others” and “standing out from the crowd” refers rather to the categories of: fascination, attractiveness, bewilderment, creativity, domination, strength, power or determination” [s.20]. Even though the publication is not easy to read and requires an attentive and careful reader, it is a great contribution to the discussion on the essence and directions of global education development, especially in its axionormative character. It is recommended not only for researchers but also non-academics who are committed to the idea of the world continuously improving but also learning from its own mistakes.
Źródło:
Papers of Social Pedagogy; 2018, 9(2); 67-70
2392-3083
Pojawia się w:
Papers of Social Pedagogy
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Pedagogy, governance and moral judgement
Autorzy:
Lisbeth, Nielsen,
Powiązania:
https://bibliotekanauki.pl/articles/892973.pdf
Data publikacji:
2018-09-04
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
pedagogy
governance
moral judgement
social pedagogy
neoliberalism
Opis:
This article wants to show how it influences pedagogues’ judgement when models of governance are implemented in residences where children and young people are placed. Foucault’s concept of gov-ernmentality is used (Foucault, 1988) and explains how these models of governance result in peda-gogues altering their conception of what a good pedagogue is and what they do. The article then argues for the existence of a correlation between implementation of models of governance and an influence on pedagogues’ judgement.
Źródło:
Papers of Social Pedagogy; 2018, 9(2); 40-54
2392-3083
Pojawia się w:
Papers of Social Pedagogy
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Editors notes: Social policies and welfare in the multicultural society
Autorzy:
Danuta, Lalak,
Powiązania:
https://bibliotekanauki.pl/articles/893012.pdf
Data publikacji:
2018-09-04
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
social pedagogy
public policy
welfare
social problems
Opis:
The presented articles are just an introduction to the vast and important issues located at the interface between social pedagogy and public policy. In this area the real impact of social pedagogy on the social reality is expressed.
Źródło:
Papers of Social Pedagogy; 2018, 9(2); 5-5
2392-3083
Pojawia się w:
Papers of Social Pedagogy
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Formation Of Juveniles Social Competence In The Process Of Resocialization
Autorzy:
Petro, Husak,
Liudmyla, Gusak,
Andrej, Skits,
Powiązania:
https://bibliotekanauki.pl/articles/893045.pdf
Data publikacji:
2018-01-11
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
resocialization
juvenile offenders
social competence
social pedagogy
Opis:
The article highlights important issues of the resocialization of juvenile offenders under correctional colony. Formation of social competence is considered as the appropriate instrument to bring about successful resocialization. The emphasis is laid on the scientific interpretation of the results of the experimental work aimed at revealing the influence of the developed by the author model of social and educational work with juvenile convicts on the levels of formation of social competence. These influences include specific techniques and application of psychological and pedagogical study of personality peculiarities of the convicted, utilization of correctional, educational, informational and psychological-educational programs, means of social, educational and the psychosocial support to the juvenile prisoners.
Źródło:
Papers of Social Pedagogy; 2017, 6(1); 37-47
2392-3083
Pojawia się w:
Papers of Social Pedagogy
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The emerging concepts of participation and belonging in social pedagogy
Autorzy:
Martin, Molin,
Powiązania:
https://bibliotekanauki.pl/articles/893055.pdf
Data publikacji:
2020-10-09
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
participation
belonging
social pedagogy
disability research
Opis:
During the last few decades, the concepts of participation and belonging has frequently been used within the social welfare field in general, and within the field of disability research specifically. Additionally, in Scandinavia the concept of participation has become increasingly used in social work and social pedagogy programmes at universities. However, there’s rather little known about how participation can be understood and related to social pedagogy, since the concept has a broad range of meanings, e.g. a sense of belonging. This paper aims to identify and discuss understandings of participation and belonging with relevance for social work and social pedagogy. Empirical illustrations have been gathered with ethnographical methods and analysed in accordance with an interpretive tradition. It is argued that the concept of participation can be attributed to different meanings in different ideological, theoretical, and institutional practice contexts (e.g. schools that offer special needs programmes, the transition to working life, online social networking). Consequently, it’s a challenge to provide adequate definitions of the concept. The inference drawn is that the aspect of belonging as it relates to social participation can be attributed to its particular importance for social pedagogy. An implication for professional practice is the need to pay attention to alternative identifications that are not based on notions of a stable, constant sense of belonging to a categorical group.
Źródło:
Papers of Social Pedagogy; 2020, 13(1); 9-33
2392-3083
Pojawia się w:
Papers of Social Pedagogy
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Social Pedagogical Reflections in a Danish Version – Challenging an Individual Perspective in the Modern World
Autorzy:
Britta, Nørgaard,
Powiązania:
https://bibliotekanauki.pl/articles/893059.pdf
Data publikacji:
2018-02-27
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
social pedagogy
inclusion
recognition
ethics
community
Opis:
particularly over the last 40 years. In my way of understanding social pedagogy I draw on multiple sources of inspiration. Theoretically, I am inspired by German social philosophy and German pedagogical traditions. In this article I want to show how some of these inspirations could be transformed into practice in a way that both the community and the individual benefit. Drawing upon three different conceptual models of social pedagogy, I will discuss that the pedagogical approach in combination with a social and philosophical approach have a broader ethical and human potential than former models. Social pedagogical work is based on many different values related to attitudes among professionals, related to community and community building, and related to relations and social interaction. This calls for reflections on the relation between the individual and the group, on concepts of the ‘other’, on education and professionalism.
Źródło:
Papers of Social Pedagogy; 2018, 8(1); 35-50
2392-3083
Pojawia się w:
Papers of Social Pedagogy
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Social control as the central concept of sociology and social pedagogy
Autorzy:
Martina, Urbanová,
Jana, Dundelová,
Powiązania:
https://bibliotekanauki.pl/articles/893004.pdf
Data publikacji:
2018-01-13
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
social control
social pedagogy
education
social norms
criminalization
Opis:
This article focuses on the issue of social control, which is discussed here from different points of view within sociology and social pedagogy. Social control deals with prevention as well as with responses to deviations from desirable behavioural patterns, and in the centre of its interest are interrelationships and sometimes rather inconsistencies between the individual and society. This is connected with the question of what are actually "desirable patterns of behaviour" and who are the concrete authors of this norm, i.e. in whose interest (individuals or groups) are introduced the norms of behaviour. The authors point out the fact that the usual reference to society conceals only the decisive context, i.e. social norms have in fact very often ideological function which also influences significantly the area of social pedagogy which (like other sciences or more precisely their knowledge) can become a mere instrument of any ideology, i.e. of the ruling class or group.
Źródło:
Papers of Social Pedagogy; 2017, 7(2); 18-29
2392-3083
Pojawia się w:
Papers of Social Pedagogy
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
A Review of: Marry Patrice Erdmans, Timothy Black (2015). Becoming a teen mom. Life before pregnancy. University of California Press Oakland, California, pp. 330.
Autorzy:
Alicja, Zbierzchowska,
Powiązania:
https://bibliotekanauki.pl/articles/892998.pdf
Data publikacji:
2018-01-26
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
teen mom
pregnancy
family
social pedagogy
Opis:
In the countries of western culture raising a family by adult persons is a typical aspect. Besides, for 20 years we have been observing a trend of age increasing when women first become mothers in Poland approximately at the age of 27. As a consequence, teen maternity can be defined as an unpunctual event.
Źródło:
Papers of Social Pedagogy; 2016, 5(2); 83-85
2392-3083
Pojawia się w:
Papers of Social Pedagogy
Dostawca treści:
Biblioteka Nauki
Artykuł
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