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Social pedagogical practices in Swedish welfare contexts

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      Abstract

      This article focuses on social pedagogy and how social pedagogical approaches are used in Swedish welfare contexts. Social pedagogy as a phenomenon has existed in a variety of settings and during different periods of time. However, the meaning of social pedagogy as a concept depends to a great extent on the context in which it occurs, and the concept therefore has various connotations. The aim of this article is to analyse and discuss trends, directions and goals in social pedagogical practice. Three research projects (cases) are described, analysed and related to three theoretical models. The three cases – (1) a ‘drive-in football’ project for young people in a suburb, (2) an alternative residential caresetting for young people with learning disabilities, and (3) a ‘future workshop’ for older people – involved different situations and different audiences, all with elements of marginalisation and exclusion. The analysis of the three examples shows that social pedagogical practice in the Swedish context is characterised by the challenge of balancing the tensions between the individual and the collective, between emancipation and adaptation and between action and negotiation. The social pedagogical activities are also characterised by the fact that they all contain social, practical and existential dimensions of social support and an approach rooted in ethical core values.

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

       Juha Hämäläinen (corresponding) (2012)
      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 understandings of social pedagogy from northern European perspectives

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          Outside the system: Life patterns of young adults with intellectual disabilities

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            Author and article information

            Affiliations
            [1 ]Division Ageing and Social Change, Department of Social and Welfare Studies, Linköping University, SE-60174 Norrköping, Sweden
            [2 ]Division of Social Work and Social Pedagogy, Department of Social and Behavioural Studies, University West, SE-46186 Trollhättan, Sweden; Lisbeth.Eriksson.2@ 123456hv.se (L.E.); bibbi.ringsby.jansson@ 123456hv.se (B.R.J.); lars.a.svensson@ 123456hv.se (L.A.S.)
            Author notes
            Journal
            IJSP
            International Journal of Social Pedagogy
            Int. J. Soc. Pedagog.
            UCL Press
            2051-5804
            30 January 2019
            2019
            : 7
            : 1
            10.14324/111.444.ijsp.2019.v7.1.007
            IJSP-7-7
            © 2019, Elisabet Cedersund, Lisbeth Eriksson, Bibbi Ringsby Jansson and Lars A. Svensson.

            This is an open access article distributed under the terms of the Creative Commons Attribution License (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.2019.v7.1.007.

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            Pages: 11
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            Cedersund, E., Eriksson, L., Ringsby Jansson, B., & Svensson, L. A. (2019). Social pedagogical practices in Swedish welfare contexts. International Journal of Social Pedagogy, 7( 1): 7. DOI: https://doi.org/10.14324/111.444.ijsp.2019.v7.1.007.

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