liu.seSearch for publications in DiVA
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
The understandings of social pedagogy from norhern European perspectives
Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Arts and Sciences.ORCID iD: 0000-0003-1398-5729
2014 (English)In: Journal of Social Work, ISSN 1468-0173, E-ISSN 1741-296X, Vol. 14, no 2, 165-182 p.Article 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. Vol. 14, no 2, 165-182 p.
Keyword [en]
social pedagogy, mobilization
National Category
Other Social Sciences
Identifiers
URN: urn:nbn:se:liu:diva-89776DOI: 10.1177/1468017313477325ISI: 000331878700004OAI: oai:DiVA.org:liu-89776DiVA: diva2:609580
Available from: 2013-03-06 Created: 2013-03-06 Last updated: 2017-12-06

Open Access in DiVA

No full text

Other links

Publisher's full text

Authority records BETA

Eriksson, Lisbeth

Search in DiVA

By author/editor
Eriksson, Lisbeth
By organisation
Education and Adult LearningFaculty of Arts and Sciences
In the same journal
Journal of Social Work
Other Social Sciences

Search outside of DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 212 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf