Social Pedagogical Eyes in the Midst of Diverse Understandings, Conceptualisations and Activities

There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

Abstract

The concept of social pedagogy consists of two parts. The principal term is ‘pedagogy’ and the qualifying one is ‘social’. The word ‘social’ is used in different ways and contexts. Therefore, there are also many kinds of semantic interpretations of the concept of social pedagogy. This paper discusses discrepancies of the concept of social pedagogy, paying attention especially to different uses of the qualifying attribute ‘social’. Attention is paid to varieties of theoretical self-conceptions of social pedagogy within the history of the concept.

Most cited references 7

Record: found
Abstract: not found
Article: not found

The Concept of Social Pedagogy in the Field of Social Work

J. Hämäläinen,, J. HÄMÄLÄINEN, J Hämäläinen … (2003)

0 comments Cited 19 times – based on 0 reviews      Review now

Bookmark

Record: found
Abstract: not found
Article: not found

The Emerging Social Pedagogical Paradigm in UK Child and Youth Care: Deus Ex Machina or Walking the Beaten Path?

F. Coussee, L. Bradt, R. Roose … (2010)

0 comments Cited 19 times – based on 0 reviews      Review now

Bookmark

Record: found
Abstract: found
Article: not found

Resisting Risk-Averse Practice: The Contribution of Social Pedagogy

Ian Milligan (2011)

The increasing predominance of practices associated with risk and ‘risk management’ within social work has been noted in recent years. Some writers have observed threats to fundamental values of social work and cite the problem of risk-aversion and excessive caution. In residential child care settings in Scotland, the author and colleagues noted an increasing problem of ‘risk averse’ practice in relation to very basic and nonrisky outdoor activities such as trips to the beach or cycling. This article gives an account of various policy and guidance responses that were developed as regulatory authorities began to recognise the dangers of over-protection and the growth of written ‘risk assessments’ within small-scale group homes that were intended to provide ‘homely’ care for children and young people. The article notes the contribution of training in social pedagogy, which has recently been undertaken by some residential staff in Scotland and elsewhere in the United Kingdom. One of the impacts of this training has been a reported decrease in risk-averse practice including a greater willingness to undertake outdoor activities. The reason why the adoption of a social pedagogic approach might challenge risk-averse practice is tentatively suggested.

0 comments Cited 5 times – based on 0 reviews      Review now

Bookmark

All references

Author and article information

Journal

Journal ID (hwp): ijsp

Journal ID (publisher-id): ijsp

Title: International Journal of Social Pedagogy

Abbreviated Title: IJSP

Publisher: UCL Press (UK )

ISSN (Electronic): 2051-5804

Publication date (Electronic): 1 January 2012

Volume: 1

Issue: 1

Pages: 1-14

Affiliations

[1]University of Eastern Finland, Finland

Author notes

Correspondence to: Professor Juha Hämäläinen, Department of Social Sciences, University of Eastern Finland, P.O. Box 1627, Kuopio, Finland. Email: juha.e.hamalainen@ 123456uef.fi

*Juha Hämäläinen is Professor of Social Work, especially Social Pedagogy, and Head of the Department of Social Sciences at the University of Eastern Finland. He has held professorial appointments as Professor of Social Work (acting) in the Catholic University of Eichstätt (1995-1996) and as Professor of Social Pedagogy (visiting) at the University of Tartu, Estonia (1996–2001). He was awarded an honorary doctorate from the University of Ostrava, Czech Republic (2006). His research interests include especially the following areas: history and theory of social pedagogy and social work; child, youth and family research, particularly in respect of child welfare, social exclusion of young people, parenting, and policy-making; social ethics; and welfare systems and professional practices, especially with regards to theory building based on comparative research methodologies. He has served in a several academic positions of trust and expertise at home and abroad.

Article

DOI: 10.14324/111.444.ijsp.2012.v1.1.002

SO-VID: 70393f8d-9534-4387-9a03-e48debe48544

License:

This work is licensed under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License (CC-BY-NC-SA) 3.0 https://creativecommons.org/licenses/by-nc-sa/3.0/, which permits re-use, distribution and reproduction in any medium, provided any modifications of this material in anyway is distributed under this same license, is not used for commercial purposes, and the original author and source are credited

History

Page count

Figures: 2, Tables: 1, Equations: 0, References: 40, Pages: 15

ScienceOpen disciplines: Sociology,Education,Social policy & Welfare,General social science,General behavioral science,Family & Child studies

Keywords: social pedagogy,philosophy,social,education,theory building

Data availability:

ScienceOpen disciplines: Sociology, Education, Social policy & Welfare, General social science, General behavioral science, Family & Child studies

Keywords: social pedagogy, philosophy, social, education, theory building

Comments

Comment on this article

scite_

Smart Citations

Citing PublicationsSupportingMentioningContrasting

View Citations

See how this article has been cited at scite.ai

scite shows how a scientific paper has been cited by providing the context of the citation, a classification describing whether it supports, mentions, or contrasts the cited claim, and a label indicating in which section the citation was made.

Cited by 30

See all cited by

Most referenced authors 29

See all reference authors