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

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International Journal of Social Pedagogy

UCL Press

social pedagogy, theory building, philosophy, social, education

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      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.

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      The concept of social pedagogy in the field of social work

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

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          The development of social pedagogy in Spain The tension between social needs political response and academic interests

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            Author and article information

            Affiliations
            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.

            Journal
            ijsp
            ijsp
            International Journal of Social Pedagogy
            IJSP
            UCL Press (UK )
            2051-5804
            1 January 2012
            : 1
            : 1
            : 1-14
            10.14324/111.444.ijsp.2012.v1.1.002
            Copyright © 2012 The Author(s)

            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

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

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