The Relationship of Social Pedagogy and Social Work

Kraus, Blahoslav; Hoferková, Stanislava

doi:10.7441/soced.2016.04.01.04

Cited by 9 publications

(16 citation statements)

References 4 publications

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“…Social pedagogues are expected presences in primary and secondary schools in several countries, including Austria (Heimgartner and Sting, 2013), Belgium (Kornbeck and Radermaecker, 2011), Croatia (Bouillet, 2016), the Czech Republic (Lorenzova, 2018), Denmark (Madsen, 2013), Finland (Hämäläinen, 2019), France (Kern and Reichhart, 2011), Germany (Kreuzer, 2009), Lithuania (Kraus and Hoferkova, 2016), Norway (Borg et al, 2014), Poland (Kantowicz and Wilinska, 2009), Romania (Ezechil, 2015), Russia (Romm, 2016) and Slovakia (Emmerová, 2016). There is growing or rekindled interest in introducing the concept in schools in other countries, such as England (Black et al, 2017), Estonia (Kraav, 2003), Greece (Mylonakou-Keke, 2015a), Ireland (Hämäläinen, 2015), Scotland (Smith and Whyte, 2008), Spain (Úcar, 2011) and Sweden (Eriksson, 2014).…”

Section: Resultsmentioning

confidence: 99%

“…Inclusion of socially underprivileged or marginalised pupils emerges in most of the analysed texts as the principal mission or objective of social pedagogues in schools (Ezechil, 2015;Giesecke, 1998;Heimgartner and Sting, 2013;Kornbeck, 2014;Kraav, 2003;Kraus and Hoferkova, 2016;Langager and Vonsild, 2007;Lorenzova, 2018;Madsen, 2013;Mylonakou-Keke, 2015b;Romm, 2016;Storø, 2012;Zemancíková, 2010). Here, social pedagogues could then be a natural element of the school's general support system or pupil health team for pupils with special educational needs.…”

Section: Inclusion Through Interventionsmentioning

confidence: 99%

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In search of a social pedagogical profession in schools. Missions and roles under reconsideration

Anderberg¹

2020

International Journal of Social Pedagogy

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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 work of social pedagogues in schools can be manifested. The literature review shows that social pedagogical work in schools is common in many countries and emerging in others. The study shows a wide variation both between and within countries with regard to the mission and goals, status, role and function, tasks and activities of social pedagogues. The primary mission is inclusion of pupil groups or individuals with various types of psychosocial problems or school-related difficulties, followed by preventive work aimed at all pupils to counteract social exclusion in school, disciplining groups of pupils who are in various ways disrupting or breaking school norms, a consciousness-raising and mobilising mission and a more general teaching mission aimed at citizenship and democratic upbringing. The literature review shows that social pedagogy as a profession enjoys high currency and relevance in schools with a view to preventing the segregation and exclusion of pupils.

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Section: Resultsmentioning

confidence: 99%

Section: Inclusion Through Interventionsmentioning

confidence: 99%

In search of a social pedagogical profession in schools. Missions and roles under reconsideration

Anderberg¹

2020

International Journal of Social Pedagogy

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“…Numerous studies point out that analysing social pedagogy in relation to its professionalization necessarily involves references to social work and the divergence or convergence between the two professions (Hämäläinen, 2013; Janer & Úcar, 2016; Kornbeck, 2014). Recent studies highlight that ‘there are three possible views on the relationship between the two disciplines: 1. in German-speaking countries, there is a unification of both disciplines; 2. typical of English-speaking countries, there is a clear differentiation between the two fields (if social pedagogy is even mentioned); 3. based on integration while maintaining a certain independence of both disciplines (this approach is typical for Slovakia, and in a certain sense, Poland)’ (Kraus & Hoferková, 2016, p. 63). And this does loosely translate into curricular content.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

An international comparison: Social pedagogy training

Janer

Úcar

2018

Journal of Social Work

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This study adopts a comparative perspective to present a descriptive analysis of the state of social pedagogy training at universities in different countries. It arises out of an interest to construct a global, current and integrated perspective of social pedagogy. The study uses a quantitative methodology to analyse the content of social pedagogy curricula based on the principal dimensions that shape them, which have been defined by academic experts in previous search (Janer & Ucar, 2016). Findings: The results indicate that in most of the universities analysed social pedagogy is a subject within other social and educational science studies rather than a degree or specialization in its own right. There is coherence between what the academic experts point out and the specific content of university studies in social pedagogy as regards the political, ethical and social dimension of the context and, regarding the varied scope of intervention and use of methodologies. However, the epistemological, professional, historical and functional dimensions have little presence in social pedagogy university studies. Applications: The theoretical and practical field of social pedagogy is complex and subject to multiple and varied interpretations. This study contributes to the theoretical debate on the nature of social pedagogy. This analysis is relevant from both a scientific and a social perspective. It's necessary to working towards building a common and

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“…Many different views have been expressed on the topic: that pedagogy is more theoretical and general and that social work is a more practical and applied science (Mátel and Krejči, 2016); that social work falls under the umbrella of the social sciences while social pedagogy comes under that of pedagogy (Llena, 2018); that social work is more bureaucratic and that the social educator works more closely with people (De Leon, 2014); that social work focuses on solving problematic situations while social pedagogy is more focused on prevention (Kraus and Hoferková, 2016); that social education is oriented towards intellectual development and forming citizens, while social work seeks to improve quality of life through the coordination of social resources (Ponce de León and Castro, 2014); that social pedagogy can be distinguished from social work in that it is not oriented only towards deficits (Hämäläinen, 2003a;Lorenz, 2008); and, lastly and among many other affirmations, that social work adopts a broad perspective towards problem solving, while social pedagogy specifically seeks pedagogical remedies (Stephens, 2009).…”

Section: Social Pedagogy and Social Work: A Complex Relationshipmentioning

confidence: 99%

Social pedagogy, social education and social work in Spain: Convergent paths

Úcar¹

2021

International Journal of Social Pedagogy

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The rise of social pedagogy in recent years has led to a revival of discourses and practices in the fields of social work and pedagogy. Both fields have seen a renewed way of interpreting social and educational relationships and professional practice. This, in turn, has resulted in ongoing analysis and debate regarding the academic and professional affiliation of social pedagogy in recent decades. The aim of this article is to provide an outline of how these disciplines and practices have evolved in Spain. This study adopts a comparative perspective to present a descriptive analysis of the history, training and areas of professional intervention of social pedagogy, social education and social work. The first section discusses the complexity of the relationships between them. In the following two sections, the historical evolution of these disciplines is analysed, highlighting their fundamental milestones. This is followed by a comparison of their respective professional profiles and initial training. The next section then reveals shared professional intervention areas and those that are specific to each professional practice. By way of conclusion, a critical reflection is provided on the way in which the relationship between social pedagogy and social work is usually approached, and also the positioning of the relationship between these disciplines and practices.

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The Relationship of Social Pedagogy and Social Work

Cited by 9 publications

References 4 publications

In search of a social pedagogical profession in schools. Missions and roles under reconsideration

In search of a social pedagogical profession in schools. Missions and roles under reconsideration

An international comparison: Social pedagogy training

Social pedagogy, social education and social work in Spain: Convergent paths

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