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Eriksson, Lisbeth
Publications (10 of 67) Show all publications
Hämäläinen, J. & Eriksson, L. (2016). Social Pedagogy in Finland and Sweden: A comparative analysis. Pedagogia Social. Revista Interuniversitaria (27), 71-93
Open this publication in new window or tab >>Social Pedagogy in Finland and Sweden: A comparative analysis
2016 (English)In: Pedagogia Social. Revista Interuniversitaria, ISSN 1139-1723, no 27, p. 71-93Article in journal (Other academic) Published
Abstract [en]

Discussing how the concept of social pedagogy has been used in Finland and Sweden, this paper provides a historical and systemic comparison of policies and practices of social pedagogy in these two countries. The main aim is to identify and explain the main similarities and differences between the Finnish and Swedish national trajectories of social pedagogical thinking and action. In the first phase of the analysis, country-specific features of social pedagogy were described paying attention to historical and structural aspects. In the second phase, these descriptions were compared in a dialogue between the authors, one from Finland and the other from Sweden. The dialogue-based comparison was targeted to explain the identified similar and different features of social pedagogical policies and practices. The explanation was based on historical and systemic considerations, especially those of historical development, research activities, theory buildings, methodologies and techniques, professionalization and the practice fields, and the future prospects of social pedagogy. The analysis showed that the historical roots and theoretical foundations of social pedagogical thinking and action are very similar in Finland and Sweden but the position of social pedagogy as an academic discipline as well as a field of practice is partly different. Since social pedagogy has not been acknowledged as an academic discipline in Sweden, its outlook as a field of practice is on shaky ground, while in Finland the future of social pedagogy as an academic discipline is uncertain because the social-pedagogical know-how based on academic education is not well known and has not found general acceptance in the field’s practice.

Place, publisher, year, edition, pages
Madrid, Spain: Universidad Nacional de Educacion a Distancia (U N E D), 2016
Keywords
Social Pedagogy
National Category
Social Work
Identifiers
urn:nbn:se:liu:diva-123875 (URN)10.7179/PSRI_2016.27.05 (DOI)
Available from: 2016-01-12 Created: 2016-01-12 Last updated: 2016-02-03Bibliographically approved
Eriksson, L. (2015). Adaptation for Mobilization or Mobilization for Adaptation. European Journal of Social Education (26/27), 37-54
Open this publication in new window or tab >>Adaptation for Mobilization or Mobilization for Adaptation
2015 (English)In: European Journal of Social Education, ISSN 1810-4789, no 26/27, p. 37-54Article in journal (Refereed) Published
Abstract [en]

This article focuses on immigrant courses and the way teachers talk about the goals and content of courses containing segments of citizenship education. The context is two Swedish folk high schools. These are schools in the non-formal education system called popular education. The results show that the citizen education, which is present in Sweden, can be described and understood as social pedagogical activities. The teaching has strong elements of adaptation, but there are also more mobilizing democratic ideas. The interpretation is that most of the teachers have the intention to be democratic and to work with mobilization, but in their efforts they sometimes turn to being adaptive.

Keywords
Adaptation, mobilization, social pedagogy
National Category
Pedagogical Work
Identifiers
urn:nbn:se:liu:diva-119918 (URN)
Available from: 2015-06-30 Created: 2015-06-30 Last updated: 2015-08-17
Eriksson, L. (2015). "Att vara lärare är inte lätt...". In: Föreningen för folkbildningsforskning (Ed.), Folkbildning & Forskning Årsbok 2014-2015: (pp. 67-86). Stockholm: Föreningen för folkbildningsforskning
Open this publication in new window or tab >>"Att vara lärare är inte lätt..."
2015 (Swedish)In: Folkbildning & Forskning Årsbok 2014-2015 / [ed] Föreningen för folkbildningsforskning, Stockholm: Föreningen för folkbildningsforskning , 2015, p. 67-86Chapter in book (Refereed)
Place, publisher, year, edition, pages
Stockholm: Föreningen för folkbildningsforskning, 2015
Keywords
folkbildning, mobiliseringsdidaktik
National Category
Social Sciences Educational Sciences
Identifiers
urn:nbn:se:liu:diva-118505 (URN)978-91-980213-3-2 (ISBN)
Available from: 2015-05-29 Created: 2015-05-29 Last updated: 2015-06-09
Eriksson, L. (2015). Social Pedagogy in Sweden (1ed.). In: Masuda, Takedo (Ed.), Diverse Aspects and Issues of Social Pedagogy: Comparative Study between Western and Asian Countires (pp. 171-190). Nagoya, Japan: Nagoya university
Open this publication in new window or tab >>Social Pedagogy in Sweden
2015 (Japanese)In: Diverse Aspects and Issues of Social Pedagogy: Comparative Study between Western and Asian Countires / [ed] Masuda, Takedo, Nagoya, Japan: Nagoya university , 2015, 1, p. 171-190Chapter in book (Other academic)
Place, publisher, year, edition, pages
Nagoya, Japan: Nagoya university, 2015 Edition: 1
Keywords
social pedagogy, comparative
National Category
Other Social Sciences
Identifiers
urn:nbn:se:liu:diva-118504 (URN)978-4-86429-324-2 (ISBN)
Available from: 2015-05-29 Created: 2015-05-29 Last updated: 2015-06-09
Eriksson, L. (2014). The understandings of social pedagogy from norhern European perspectives. Journal of Social Work, 14(2), 165-182
Open this publication in new window or tab >>The understandings of social pedagogy from norhern European perspectives
2014 (English)In: Journal of Social Work, ISSN 1468-0173, E-ISSN 1741-296X, Vol. 14, no 2, p. 165-182Article in journal (Refereed) Published
Abstract [en]

Summary: This study examines understandings of social pedagogy. Interviews were conducted with nine social pedagogical researchers from Northern Europe. The interviewees were selected as representatives of their cultural and professional context and provided insight into their countries’ social pedagogical discourses. The interviewees were asked to talk about their understandings of social pedagogy from both theoretical and practical perspectives.                 

Findings: The empirical data were divided into two discourses; the universalistic and the particularistic. In the interview statements it was evident that interviewees leaned towards one of the two discourses as a starting point for their understanding of social pedagogy. However, the way the two discourses were combined varied among the interviewees. In further analysis, three models were constructed, which can be regarded as ideal types. These models shows that social pedagogical way of thinking extend from an individualistic, adaptive, starting point through a democratic approach to a mobilising collective approach.                 

Application: These models can be seen as an important contribution to understanding of social pedagogy that illustrate three different ways of understanding social pedagogy from northern European perspectives. The models elucidate the complexity embedded in the concept, but can also be used to facilitate analyses and interpretations of various social pedagogical activities. This findings has implications for how education in the field is constructed and implemented. Social pedagogy may not be definable in a simple way, but it can nevertheless be understood and described by the models constructed in this study.

Place, publisher, year, edition, pages
Sage Publications, 2014
Keywords
social pedagogy, mobilization
National Category
Other Social Sciences
Identifiers
urn:nbn:se:liu:diva-89776 (URN)10.1177/1468017313477325 (DOI)000331878700004 ()
Available from: 2013-03-06 Created: 2013-03-06 Last updated: 2017-12-06
Eriksson, L. & Nylander, H. (2014). Ung i Sollentuna: drive-in-fotboll, ett lokalt utvecklingsprojekt. Sollentuna: FoU-Nordväst
Open this publication in new window or tab >>Ung i Sollentuna: drive-in-fotboll, ett lokalt utvecklingsprojekt
2014 (Swedish)Report (Other academic)
Abstract [sv]

I denna rapport redovisas ett uppdrag FoU-Nordväst fått från Sollentuna kommun. Uppdraget har dels bestått i en kartläggning av hur situationen för ungdomar i Sollentuna upplevs av olika aktörer och då inte minst ungdomarna själva. Den andra delen är en utvärdering av projektet drive-in-fotboll som startade i Sollentuna hösten 2013. Insamlingen av data har till största delen skett genom intervjuer med ungdomar och andra aktörer. Intervjuerna har gjorts vid två olika tidpunkter, dels innan drive-in-fotbollen startade dels när den avslutats.

I rapportens resultatdel presenteras först olika aktörers upplevelser av hur situationen gestaltar sig för ungdomarna i Sollentuna. Ungdomarnas egna röster får här stor plats. Efter detta beskrivs upplevelser och tankar kring drive-in-fotbollsprojektet. Intervjuer har gjorts med olika kommunala tjänstemän, med närpolisen, med representant för den lokala fotbollsföreningen samt med deltagande ungdomar och ledare. Rapporten avslutas med en sammanfattande analys.

Place, publisher, year, edition, pages
Sollentuna: FoU-Nordväst, 2014. p. 119
Series
Forskningsrapport 2014:3, ISSN 1651-7830 ; 2014:3
National Category
Other Social Sciences not elsewhere specified
Identifiers
urn:nbn:se:liu:diva-113890 (URN)978-91-89681-28-6 (ISBN)
Available from: 2015-02-03 Created: 2015-02-03 Last updated: 2015-09-22Bibliographically approved
Eriksson, L. (2013). Dialectics instead of dichotomy: perspectives on the twin ambitions of the disability movement. Education Policy Analysis Archives, 21(44), 1-14
Open this publication in new window or tab >>Dialectics instead of dichotomy: perspectives on the twin ambitions of the disability movement
2013 (English)In: Education Policy Analysis Archives, ISSN 1068-2341, E-ISSN 1068-2341, Vol. 21, no 44, p. 1-14Article in journal (Refereed) Published
Abstract [en]

This article discusses the mobilizing work of a disability organization, at the local chapter level. I have spent about a year following the work of a chapter, mainly through contacts, conversations and interviews with the persons who are active on its board. The analysis of the chapter’s work takes as its starting point two traditions that emphasize collective sense of community and mobilization of groups. These traditions, continental social pedagogy and Anglo-Saxon community development, are complemented by the theoretical concepts of recognition and redistribution. A number of dilemmas, which can be expressed in terms of dichotomies, are built into these theories. They can be challenged in different ways by the empirical data. Through these confrontations, we can see how the dichotomy is transformed into dialectics where phenomena cannot be regarded as either or but rather as both.

Keywords
disability movement, continental social pedagogy, dialectics
National Category
Social Sciences
Identifiers
urn:nbn:se:liu:diva-92808 (URN)
Funder
Swedish Research Council
Available from: 2013-05-22 Created: 2013-05-22 Last updated: 2017-12-06Bibliographically approved
Eriksson, L., Larsson, S., Lundberg, M. & Nordvall, H. (2013). Folkbildning för förändring: Dilemman i politiskt mobiliserande didaktik. Linköping: Linköping University Electronic Press
Open this publication in new window or tab >>Folkbildning för förändring: Dilemman i politiskt mobiliserande didaktik
2013 (Swedish)Report (Other academic)
Abstract [sv]

Denna bok är skriven av en grupp forskare, som på olika sätt studerat olika aspekter av folkbildning. I sitt arbete har var och en blivit förtrogen med de begrepp och företeelser, som vi här riktar ljuset på. Via ett anslag från Vetenskapsrådets Utbildningsvetenskapliga kommitté har vi kunnat samlas kring ett gemensamt tema, som vi valt att kalla mobiliseringsdidaktik. Begreppet är knappast etablerat, men vi har funnit att didaktikens frågor kan vara fruktbara även i ett sådant här sammanhang - den slags folkbildning, som siktar på samhällsförändring. Projektet utgör även ett försök att se didaktiska val som dilemman. Boken har tagit formen av en antologi, där varje författare svarar för de empiriska fall som de studerat och de begreppsliga resonemang, som präglat deras perspektiv. På så sätt uppstår en variation i tänkande inom ramen för det gemensamma: didaktik, design och dilemma.

Författarna

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2013. p. 122
Series
Studier av vuxenutbildning, folkbildning och högre utbildning, E-ISSN 1654-2010 ; 6
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-92723 (URN)
Available from: 2013-05-17 Created: 2013-05-17 Last updated: 2017-03-23Bibliographically approved
Eriksson, L., Nilsson, G. & Svensson, L. (Eds.). (2013). Gemenskaper: socialpedagogiska perspektiv (1ed.). Göteborg: Daidalos
Open this publication in new window or tab >>Gemenskaper: socialpedagogiska perspektiv
2013 (Swedish)Collection (editor) (Other academic)
Abstract [sv]

Gemenskap är ett centralt begrepp i socialpedagogiken. Gemenskap med andra människor är nödvändigt för att man som individ ska utvecklas och kunna vara delaktig i samhället. Socialpedagogiken innehåller strategier för att skapa förutsättningar för gemenskap och samtal och kan därmed vara ett stöd för individen i dennes strävanden till ett aktivt liv tillsammans med andra.Men det finns många olika sätt att se på begreppet gemenskap inom socialpedagogiken och därtill olika sätt att uppfatta ämnet som sådant. De fjorton texterna i antologin "Gemenskaper. Socialpedagogiska perspektiv" belyser modern socialpedagogik ur teoretiska såväl som praktiska - verksamhetsmässiga - synvinklar. Boken tar oss med till en rad olika sociala sammanhang - ett sommarkollo, en samtalsgrupp för äldre, en mottagning för nyanlända, en trädgårdsterapeutisk verksamhet ...  - men inbjuder också till reflektion över hur vi resonerar kring mänskligt samspel.

Place, publisher, year, edition, pages
Göteborg: Daidalos, 2013. p. 340 Edition: 1
Keywords
socialpedagogik, gemenskaper
National Category
Social Sciences
Identifiers
urn:nbn:se:liu:diva-103790 (URN)978-91-7173-421-1 (ISBN)
Available from: 2014-01-27 Created: 2014-01-27 Last updated: 2015-09-22Bibliographically approved
Eriksson, L. (2013). Inledning (1ed.). In: Eriksson, L., Nilsson, G. & Svensson, L.A. (Ed.), Gemenskaper: socialpedagogiska perspektiv (pp. 11-20). Göteborg: Daidalos
Open this publication in new window or tab >>Inledning
2013 (Swedish)In: Gemenskaper: socialpedagogiska perspektiv / [ed] Eriksson, L., Nilsson, G. & Svensson, L.A., Göteborg: Daidalos , 2013, 1, p. 11-20Chapter in book (Other academic)
Place, publisher, year, edition, pages
Göteborg: Daidalos, 2013 Edition: 1
Keywords
community, gemenskap, socialpedagogik
National Category
Social Sciences
Identifiers
urn:nbn:se:liu:diva-103792 (URN)978-91-7173-421-1 (ISBN)
Available from: 2014-01-27 Created: 2014-01-27 Last updated: 2015-09-22Bibliographically approved
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