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      The paradoxes of social work in a securitised setting: the example of prevention and radicalisation in German prisons

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          Abstract

          Due to their structural logic, pedagogical activities are characterised by paradoxical tensions that cannot be resolved on a professional level but instead must be handled reflexively. Based on observations and interview data collected in the field of prevention and deradicalisation work, this article reconstructs how the fundamental paradoxes underlying social pedagogical activities are further intensified in an era of securitisation. To carry out this reconstruction, the influence of securitisation on the paradoxical tensions that exist between pedagogical and social work principles, on the one hand, and the logic of prevention and prison, on the other, are examined – as are the tension between closeness and distance in the organisation of social pedagogical relationships. It becomes clear that pedagogical professionalism in this field likewise depends on handling one’s own emotions, as well as the emotions of clients, in a self-reflexive manner.

          Most cited references54

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          What is Wrong with Social Theory?

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            Focused Ethnography

            In this paper I focus on a distinctive kind of sociological ethnography which is particularly, though not exclusively, adopted in applied research. It has been proposed that this branch of ethno­graphy be referred to as focused ethnography. Focused ethnography shall be delineated within the context of other common conceptions of what may be called conventional ethnography. However, rather than being opposed to it, focused ethno­graphy is rather complementary to conventional ethnography, particularly in fields that are charac­teristic of socially and functionally differentiated contemporary society. The paper outlines the back­ground as well as the major methodological features of focused ethnography, such as short-term field visits, data intensity and time intensity, so as to provide a background for future studies in this area. URN: urn:nbn:de:0114-fqs0503440 Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, Vol 6, No 3 (2005): The State of the Art of Qualitative Research in Europe
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              The Expert Interview and Changes in Knowledge Production

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                Author and article information

                Journal
                IJSP
                International Journal of Social Pedagogy
                UCL Press
                2051-5804
                23 February 2023
                : 12
                : 1
                : 3
                Affiliations
                [1 ]Deutsches Jugendinstitut, Halle (Saale), Germany
                [2 ]Hochschule Zittau-Görlitz, Görlitz, Germany
                [3 ]Universität Leipzig, Leipzig, Germany
                Author notes
                [* ]Correspondence: jakob@ 123456dji.de
                Article
                IJSP-12-3
                10.14324/111.444.ijsp.2023.v12.x.003
                559a334d-7092-468a-a6c4-bb2be510526c
                2023, Maria Jakob, Nadine Jukschat and Alexander Leistner.

                This is an open-access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited • DOI: https://doi.org/10.14324/111.444.ijsp.2023.v12.x.003.

                History
                : 02 June 2022
                : 20 December 2022
                Page count
                Pages: 15
                Categories
                Research article
                Custom metadata
                Jakob, M., Jukschat, N. and Leistner, A. (2023). The paradoxes of social work in a securitised setting: the example of prevention and radicalisation in German prisons. International Journal of Social Pedagogy, 12( 1): 3. DOI: https://doi.org/10.14324/111.444.ijsp.2023.v12.x.003.

                Sociology,Education,Social policy & Welfare,General social science,General behavioral science,Family & Child studies
                paradoxes,pedagogical activities,prevention,Germany,deradicalisation,enforcement context

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