Journal articles: 'Social work pedagogy'

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Csók, Cintia. "Social pedagogy and social work." Hungarian Educational Research Journal 12, no. 1 (March 24, 2022): 124–29. http://dx.doi.org/10.1556/063.2021.00076.

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Úcar, Xavier. "Social pedagogy and social work." European Journal of Social Work 23, no. 5 (February 5, 2020): 900–902. http://dx.doi.org/10.1080/13691457.2020.1722443.

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Coholic, Diana. "Spirituality in Social Work Pedagogy." Journal of Teaching in Social Work 26, no. 3-4 (November 7, 2006): 197–217. http://dx.doi.org/10.1300/j067v26n03_13.

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Asakura, Kenta, Sarah Todd, Brooke Eagle, and Brenda Morris. "Strengthening the Signature Pedagogy of Social Work: Conceptualizing Field Coordination as a Negotiated Social Work Pedagogy." Journal of Teaching in Social Work 38, no. 2 (February 20, 2018): 151–65. http://dx.doi.org/10.1080/08841233.2018.1436635.

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Kraus, Blahoslav, and Stanislava Hoferková. "The Relationship of Social Pedagogy and Social Work." Sociální pedagogika / Social Education 4, no. 1 (November 15, 2016): 57–71. http://dx.doi.org/10.7441/soced.2016.04.01.04.

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Kemp, Robyn. "Treasuring the Social in Social Pedagogy." Children Australia 40, no. 4 (December 2015): 348–50. http://dx.doi.org/10.1017/cha.2015.49.

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Robyn is a UK-qualified social worker who has a deeply held passion for, and some 30 years of experience working with disenfranchised and/or vulnerable people and children and young people in care. She has a strong interest in social pedagogy and residential childcare both operationally and strategically. Since 1995, she has been in a variety of management positions and has developed and delivered training, conferences, workshops and consultancy on children's social work and social care for the statutory, voluntary and independent sectors. Her work has aimed at improving both the experiences and outcomes for children and young people in or on the edge of care and raising the profile of those affected by, and working within, the social work and social care sectors.

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Earls Larrison, Tara, and Wynne S. Korr. "Does Social Work Have a Signature Pedagogy?" Journal of Social Work Education 49, no. 2 (March 4, 2013): 194–206. http://dx.doi.org/10.1080/10437797.2013.768102.

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Nicotera, Anthony. "Social Justice and Social Work, A Fierce Urgency: Recommendations for Social Work Social Justice Pedagogy." Journal of Social Work Education 55, no. 3 (May 31, 2019): 460–75. http://dx.doi.org/10.1080/10437797.2019.1600443.

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Mátel, Andrej, and Andrea Preissová Krejčí. "Convergent and Divergent Aspects of Social Work and Social Pedagogy." Sociální pedagogika / Social Education 4, no. 1 (November 15, 2016): 72–86. http://dx.doi.org/10.7441/soced.2016.04.01.05.

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Hämäläinen, Juha. "Social pedagogy as a meta-theory of social work education." International Social Work 32, no. 2 (April 1989): 117–28. http://dx.doi.org/10.1177/002087288903200206.

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Dudziak, Suzanne, and Norma Jean Profitt. "Group Work and Social Justice: Designing Pedagogy for Social Change." Social Work With Groups 35, no. 3 (July 2012): 235–52. http://dx.doi.org/10.1080/01609513.2011.624370.

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Todd, Sarah, and Diana Coholic. "Christian Fundamentalism and Anti-Oppressive Social Work Pedagogy." Journal of Teaching in Social Work 27, no. 3-4 (October 10, 2007): 5–25. http://dx.doi.org/10.1300/j067v27n03_02.

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Bogo, Marion. "Cultivating scholarship and research in social work pedagogy." Social Work Education 31, no. 4 (June 2012): 403–5. http://dx.doi.org/10.1080/02615479.2012.678767.

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Blatchford, Peter, Peter Kutnick, Ed Baines, and Maurice Galton. "Toward a social pedagogy of classroom group work." International Journal of Educational Research 39, no. 1-2 (January 2003): 153–72. http://dx.doi.org/10.1016/s0883-0355(03)00078-8.

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Epstein, Sarah Bernadette, Norah Hosken, and Sevi Vassos. "Creating space for critical feminist social work pedagogy." Aotearoa New Zealand Social Work 30, no. 3 (December 8, 2018): 8–18. http://dx.doi.org/10.11157/anzswj-vol30iss3id489.

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INTRODUCTION: The practice and teaching of western social work is shaped within the institutional context of a predominately managerial higher education sector and neoliberal societal context that valorises the individual. Critical feminist social work educators face constraints and challenges when trying to imagine, co-construct, enact and improve ways to engage in the communal relationality of critical feminist pedagogy.APPROACH: In this article, the authors draw upon the literature and use a reflective, inductive approach to explore and analyse observations made about efforts to engage with a subversive pedagogy whilst surviving in the neoliberal academy.CONCLUSION: While the article draws on experiences of social work teaching and research in a regional Australian university, the matters explored are likely to have resonance for social work education in other parts of the world. A tentative outline for thinking about the processes involved in co-creating a critical feminist pedagogical practice is offered.

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Leino, Mare. "Social pedagogy and preventive work in the community." EcoSoEn, no. 1 (February 2023): 60–64. http://dx.doi.org/10.54481/ecosoen.2023.1.06.

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In October 2022 the society of Estonia was shocked because of aggressive girls: in a small town during one week two separate cases created scandals. A group of teenagers (14 y.) girls beats/thrashed one 12 y. girl. The boys recorded it and put the film on the web. In many newspapers and TV/ Radio shows those evidences were discussed intensively. The main question was that what is wrong with society, with families, with schools and with girls. Aggressive behaviour used to be the style of masculinity – so, the brutality of the girls was especially hard to understand, at least according to comments in media. The research method here is a content analysis of media in Estonia, during October/November 2022 – starting from those aggressive episodes. The aim of the article is to find out social pedagogical messages for possible prevention in the future. Proactive behaviour helps to make communities safer.

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Łukowski, Karol. "Searching for a Place for Therapeutic Work in Social Pedagogy." Praca Socjalna 37, no. 2 (June 30, 2022): 225–39. http://dx.doi.org/10.5604/01.3001.0015.9039.

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The article presents a correlation of common features, social pedagogy, and methods of work of addiction therapy, which are based on coherent theoretical assumptions, professional practice, and scientific research. The main concept of the search is to refer to the thought approaches of classical social pedagogy and ways of action of educated professional practice. The aim of interpreting the social conditions of upbringing processes is to support them with psychotherapeutic work. Determining functionality of practical psychotherapeutic methods in social pedagogy will serve for a thorough understanding of situational causes, influence factors, and mechanisms of human functioning. Thus, the position on interrelationships between therapeutic work and social pedagogy has the character of a presentation of conditions, circumstances, and influences on educational and upbringing activities in the formation of a person’s personality.

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Petrie, Pat. "Social Pedagogy in the UK: Gaining a firm foothold?" education policy analysis archives 21 (April 30, 2013): 37. http://dx.doi.org/10.14507/epaa.v21n37.2013.

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The paper asks why, unlike much of Europe, the UK has not adopted social pedagogy. It looks at the meanings of social pedagogy, including the importance of both ‘social’ and ‘pedagogy’ in understanding the term and argues that social pedagogy policy, practice and theory are interlinked and develop out of specific national contexts. There is an account of the fairly new UK interest in the subject, including some interest from government. The paper argues that this interest springs largely from concerns about the welfare of disadvantaged children, especially those that are in care, and an aspiration to improve the practice of people who work with them. There has been much less interest in social pedagogic theory. The paper concludes that unless theory, grounded in a UK context, is given equal prominence to practice, together with education and qualifications in the subject, social pedagogy will not achieve a firm footing in the UK.

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Smith, Mark, and Bill Whyte. "Social education and social pedagogy: reclaiming a Scottish tradition in social work." European Journal of Social Work 11, no. 1 (March 2008): 15–28. http://dx.doi.org/10.1080/13691450701357174.

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Špiláčková, Marie, and Veronika Mia Zegzulková. "The Specifics of Home Practice of Social Work in the Works of Alice Masaryková and Helena Radlińska." Nauki o Wychowaniu. Studia Interdyscyplinarne 15, no. 2 (September 30, 2022): 220–35. http://dx.doi.org/10.18778/2450-4491.15.12.

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Cross-border cooperation has been considered an essential element in the development of professional social work and its education since its beginnings in the late 19th and early 20th centuries. Many social work pioneers promoted the principles of peace, war relief, human rights and international cooperation in dealing with social problems. In Central Europe, there was on the one hand an acceptance of diversity and different national traditions, and on the other hand a series of integration activities aimed at developing transnational common standards. Since the beginning of the 20th century, Alice Masaryková from Czechoslovakia and Helena Radlińska from Poland had been central figures in the professionalization of social work and social pedagogy in Central Europe. While Alice based social work mainly on sociology, Helena based it on social pedagogy. The aim of this article is to identify and search for the specifics and diversity of historical development and subsequent international dissemination of ideas and practices of professional social work and social pedagogy through the figures of Alice Masaryková and Helena Radlińska.

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Hitchcock, Laurel Iverson, and Andrew Battista. "Social Media for Professional Practice: Integrating Twitter With Social Work Pedagogy." Journal of Baccalaureate Social Work 18, Supplement 1 (January 1, 2013): 33–45. http://dx.doi.org/10.18084/basw.18.suppl-1.3751j3g390xx3g56.

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As social media continue to influence information-seeking trends among digital-age learners, social work educators must develop their pedagogy apace and construct a curriculum that invites students to discover information on Twitter and related social networks. Organizing and sharing information via social media is rapidly becoming a fundamental literacy for professional practice, as government and nonprofit organizations use these platforms to circulate information about services. The authors suggest ways to integrate Twitter into classroom assignments across a social work program based in the liberal arts. They argue that Twitter is a professionally relevant tool that helps students develop knowledge and skills for social work as well as the digital literacies of metacognition, critical evaluation, and attention management demanded today. Furthermore, they assert that Twitter is particularly well-suited to cultivate the skills that align with the core values, competencies, and imperatives of the social work profession.

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Gibson, Priscilla Ann. "Extending the Ally Model of Social Justice to Social Work Pedagogy." Journal of Teaching in Social Work 34, no. 2 (March 15, 2014): 199–214. http://dx.doi.org/10.1080/08841233.2014.890691.

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Hämäläinen, Juha. "The Concept of Social Pedagogy in the Field of Social Work." Journal of Social Work 3, no. 1 (April 2003): 69–80. http://dx.doi.org/10.1177/1468017303003001005.

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Leino, Mare. "Country Notes. Estonia. Social pedagogy in the context of social work." European Journal of Social Work 5, no. 3 (November 2002): 319–21. http://dx.doi.org/10.1080/714053163.

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Sting, Stephan. "DEVELOPMENTS WITHIN SOCIAL PEDAGOGY IN AUSTRIA: PERSPECTIVES FOR WORK WITH CHILDREN AND YOUNG PEOPLE." International Journal of Child, Youth and Family Studies 9, no. 1 (March 19, 2018): 108. http://dx.doi.org/10.18357/ijcyfs91201818122.

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This article traces the history of social pedagogy in Austria, which shows some differences from the German history of social pedagogy. In the 1920s and the first half of the 1930s, the development of social pedagogy led to interesting approaches in the field of children’s residential care. During the National Socialist era, the emergence of social pedagogy was cut short. After the end of the Second World War, social pedagogy developed step by step into its currently established form, without ever reviving the thinking of the 1920s and 1930s. Nevertheless, I would like to show how the basic concepts of that period offer some inspiration for work with children and young people today. Based on a single case example, I propose a specific approach to social pedagogy, one that seeks to enable educational processes by reflecting and using the opportunities offered by social environments conducive to education. This focuses less on working with and upon the child, and more on changing the relation between child and environment, the “child/‌environment nexus”.

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Morrow, Helen. "INTEGRATING DELIBERATIVE JUSTICE THEORY INTO SOCIAL WORK POLICY PEDAGOGY." Journal of Social Work Education 47, no. 3 (October 14, 2011): 389–402. http://dx.doi.org/10.5175/jswe.2011.201000003.

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Slovenko, Karolina, and Naomi Thompson. "Social pedagogy, informal education and ethical youth work practice." Ethics and Social Welfare 10, no. 1 (November 23, 2015): 19–34. http://dx.doi.org/10.1080/17496535.2015.1106005.

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Cramer, Elizabeth Paula. "Feminist Pedagogy and Teaching Social Work Practice with Groups." Journal of Teaching in Social Work 11, no. 1-2 (May 31, 1995): 193–215. http://dx.doi.org/10.1300/j067v11n01_13.

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Razack, Narda. "Decolonizing the pedagogy and practice of international social work." International Social Work 52, no. 1 (January 2009): 9–21. http://dx.doi.org/10.1177/0020872808097748.

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Xiang, Rong, and Tak-Chuen Luk. "Service learning as a social work pedagogy of China." China Journal of Social Work 5, no. 3 (November 2012): 223–36. http://dx.doi.org/10.1080/17525098.2012.721179.

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Pennell, Joan, and Janice L. Ristock. "Feminist Links, Postmodern Interruptions: Critical Pedagogy and Social Work." Affilia 14, no. 4 (November 1999): 460–81. http://dx.doi.org/10.1177/08861099922093752.

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Dore, Martha Morrison. "Feminist Pedagogy and the Teaching of Social Work Practice." Journal of Social Work Education 30, no. 1 (January 1994): 97–106. http://dx.doi.org/10.1080/10437797.1994.10672217.

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BUDAYOVÁ, Zuzana. "THERAPEUTIC PEDAGOGY VERSUS SOCIAL WORK, THEIR INTERSECTION AND CHARACTERISTICS." Humanitarian studies: history and pedagogy 1, no. 1 (2022): 170–78. http://dx.doi.org/10.35774/gsip2022.01.170.

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Weissbrot-Koziarska, Anna, and Anna Kanios. "Social pedagogy and social work from the perspective of the research areas and practical activities – selected contexts." Praca Socjalna 36, no. 5 (October 31, 2021): 83–105. http://dx.doi.org/10.5604/01.3001.0015.5799.

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The theoretical and practical development of social pedagogy was influenced by many social, economic and cultural factors (e.g. industrial and cultural revolutions), which took place in Europe and America in the 19th century. In turn, in 1908 Helena Radlińska created the scientific bases of social pedagogy in Poland and initiated its disciplinary development. In her activities, the researcher emphasized the role of a human in the transformation of reality in which they live. Her concept had a lot in common with the theses of the then German and French philosophical and pedagogical thought, among others Paul Bergman, Jean-Marie Guyau, Paul Natorp, Gabriel Séailles (Theiss, 2018, p. 13). The key moment in the initial phase of the development of so-called Helena Radlińska’s school of social pedagogy was the creation of The Social-Educational Work Study of Free Polish University in 1925. It was the first university in Poland to educate, at the academic level, future social and educational workers and educators in the area of adult education, mother and child care , and organization of social life. Social pedagogy as a science of human education, upbringing, and social functioning is a discipline of humanistic and social science. It has an interdisciplinary character shaped on the basis of the knowledge of various sciences, that includes: philosophy of human life, psychology (experimental, social, clinical), general pedagogy, sociology of education, ethics, social policy, family and guardianship law, theory of environmental education (Kamiński, 1974).

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Kuntsevska, A. "DELINEATION OF SOCIAL PRACTICES: THE METHODOLOGICAL ANALYSIS." Bulletin of Taras Shevchenko National University of Kyiv. Social work, no. 3 (2018): 34–37. http://dx.doi.org/10.17721/2616-7786.2018/3-1/7.

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Defining the boundaries of practice is an important prerequisite for the developing of professional responsibility and a crucial condition of raising awareness and understanding of professional tasks and responsibility of specialists in social pedagogy. Through time in different countries the professional boundaries of social pedagogy have been constantly changing. That's why the concept of social pedagogy is different from country to country. In Ukraine we have an issue of defining clear and understandable boundaries of socio-pedagogical theory and practice. Thus, the aim of given article was to analyze origins and main tendencies of social pedagogy and close practices (social work and pedagogy) in European countries to establish basic parameters. To understand the difference between three social practices, there have been defined basic distinguishing criteria: the idea; the main prerequisite; specific research tasks; specific practical tasks and general characteristic of technologies. The main idea of pedagogy is cognition, while social work practice comes from an idea of integration and social change. And, ultimately, the main idea of social pedagogy is inclusion and empowerment to promote individuals' social functioning, participation, social belonging and social competence. The specific scopes of its responsibility are: problems of inclusion in social processes and life managing. The prerequisite of classical pedagogy is relatively stable social system and established social values / standards. The basic precondition of social work are social problems resulted from violation of human rights, social injustice or difficult/extreme circumstances. And essential for appearance and developing of socio-pedagogical ideas was social injustice as a result of social inequality. Therefore, the main tasks of those social practices are differed as well. Pedagogy have to design the best possible conditions for the cognition and thinking processes development. Social work has to elaborate and improve new social conditions of life and human well-being, while the main task of social pedagogy is designing an individuals', groups' and communities' life perspective.

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Bolin, Anette. "Learning ‘at work’ during social work education:." Journal of Practice Teaching and Learning 6, no. 2 (December 20, 2012): 6–23. http://dx.doi.org/10.1921/jpts.v6i2.324.

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The aim of this article is to describe and analyse the learning processes of Swedish social work students during and after periods of workplace-based learning. The article describes the process in which the practice learning opportunities that the students have been involved in are reflected upon, discussed, problematised and theorised, both in a series of workshops and via the process of the narrative description of critical incidents. Practice learning opportunities form an integral part of studies of social work in the Social Pedagogy program at the University West in Sweden, where a reflective approach to both campus and practice learning has been developed. In presenting the analysis of the reflective approach to studies of social work the article draws on both Scandinavian and international research and presents Säljö’s theory of situated learning and Nielsen & Kvale’s theory of Mesterlaerer in the analysis of the critical incident narratives of two individual social work students.

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Cichosz, Mariusz. "Social diagnosis in educational work. Development, transformations – modern challenges. Social pedagogy context." Journal of Modern Science 39, no. 4 (February 4, 2019): 11–23. http://dx.doi.org/10.13166/jms/103106.

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Garland, James A. "Social pedagogy, social group work, and the child and youth care field." Child & Youth Care Forum 23, no. 3 (June 1994): 159–60. http://dx.doi.org/10.1007/bf02209225.

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Sitter, Kathleen C., Gail Wideman, Jessica Furey, Kandice Gosine, and Chelsea Skanes. "Social Work, Gerontology, and the Arts: A Creative Approach to Teaching Undergraduate Social Work Students." LEARNing Landscapes 10, no. 1 (October 1, 2016): 271–87. http://dx.doi.org/10.36510/learnland.v10i1.733.

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In this article, we explore how social work students cultivated a deeper understanding and community connection with older adults through personal engagement with artistic practices. We begin with an exploration of gerontological social work, noting the trends and challenges in this specialization. Guided by extended epistemology as a conceptual framework, we consider the role of the arts within critical pedagogy and describe an undergraduate course taken concurrently during student eld-placements. As part of the curriculum, students designed artifacts about their experience working with older adults, which supported critical re ection and student-led learning. As an exemplar of a creative teaching model, further considerations for implementation are also discussed.

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Antipova, E. I., and R. A. Litvak. "REALIZATION OF SOCIAL PEDAGOGY TECHNOLOGIES TO ADAPT THE POPULATION TO A SOCIAL MEDIM." Современная высшая школа инновационный аспект, no. 1 (2022): 125–39. http://dx.doi.org/10.7442/2071-9620-2022-14-1-125-139.

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The issues of realization of the modern social pedagogy technologies to support different categories of citizens as the tools to increase social protection efficiency are discussed. The authors emphasize special importance of the pedagogical component of the technologies, implying the formation of new social experiences of the citizens, positive motivation and vitality enhancement for problem solving. Strategic directions to develop the population social protection system are linked with the rising family role in social problem solving; replacing the conservative stationary forms of helping and supporting certain categories of citizens with innovative ones; approbation and application of new social pedagogy technologies of adaptation and rehabilitation aimed at comprehensive revelation and development of personality potential and its socialization. Family oriented social work is discussed as a form to render assistance to the family, individual on the basis of activation of inner human resources to technologize social pedagogical work and increase the outer resources efficiency contributed to the state social support. Specifics, kinds and significance of extra mural care replacement “assisted living” technology are defined. Reasons, hampering its introduction, are outlined. Circus pedagogy as a new underinvestigated metod to solve the problems of socialization, education, adaptation and rehabilitation of children is considered. The cited publication review and the unique experiences of the Russian regions to introduce circus art into the social pedagogy technologies of family oriented social work, assisted living of psichophysiologically challenged people made it possible to conclude that transformations in the social protection system in the streamline of the innovative and preventive strategies are possible, proving their sustainability and socio pedagogical effect. Main provisions of increasing the modern social pedagogy technologies in the field of population social protection are formulated to intensify the process of realizing the functions of social pedagogical work.

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Ferry, Matthew, Nate McCaughtry, and Pamela Hodges Kulinna. "Social and Emotional Pedagogy: Rhythm and Junctures." Journal of Teaching in Physical Education 30, no. 1 (January 2011): 13–30. http://dx.doi.org/10.1123/jtpe.30.1.13.

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The purpose of this study was to examine teachers’ social and emotional knowledge of students and how it functioned within the wider context of their daily work lives. Five elementary school physical education teachers participated in six rounds of observations with formal and informal interviews over one school year. Data were analyzed through constant comparison and inductive analysis. We identified four key junctures where social and emotional knowledge of students played a critical role in teachers’ work. The results of this study and previous literature point to the complex interconnections between teachers’ social and emotional knowledge of their students and teaching practices.

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Ault, Linda, Megan Lindsey, and Hanna Slozanska. "UKRAINIAN EXPERIENCE IN SOCIAL WORK EDUCATION A BLENDED PEDAGOGY MODEL." Social work and education 7, no. 3 (September 30, 2020): 304–14. http://dx.doi.org/10.25128/2520-6230.20.3.5.

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Wayne, Julianne, Marion Bogo, and Miriam Raskin. "FIELD EDUCATION AS THE SIGNATURE PEDAGOGY OF SOCIAL WORK EDUCATION." Journal of Social Work Education 46, no. 3 (September 16, 2010): 327–39. http://dx.doi.org/10.5175/jswe.2010.200900043.

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Dueñas Gutiérrez, Tatiana, and Gerardo Vélez Villafañe. "Social Work and pedagogy of the memories from human rights." Prospectiva, no. 19 (February 5, 2015): 359. http://dx.doi.org/10.25100/prts.v0i19.978.

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<p dir="ltr"><span>El presente artículo de reflexión plantea una propuesta de trabajo social para revitalizar las memorias de la violencia política desde la voz de las víctimas mediante la pedagogía crítica. Dicha pedagogía se comprende como una praxis ético-política y dialógica, orientada a promover procesos colectivos de reapropiación crítica de la historia para la formación de múltiples ciudadanías críticas, afirmadoras de la diferencia, coconstructoras de democracia y desestabilizadoras de los horizontes de expectativa y de las funcionalidades hegemónicas que minan el actual proceso transicional colombiano y su potencia reparadora frente a los daños infligidos por la violencia política vivida en la historia reciente del conflicto político armado.</span></p><div><span><br /></span></div>

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Otters, Rosalie. "Critical Thinking: Building on Student Strengths in Social Work Pedagogy." International Journal of Interdisciplinary Educational Studies 7, no. 4 (2013): 1–11. http://dx.doi.org/10.18848/2327-011x/cgp/v07i04/53250.

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Lorenzova, Jitka. "THE RELATIONSHIP OF SOCIAL PEDAGOGY AND SOCIAL WORK AS A PERENNIAL INTERDISCIPLINARY PROBLEM." Slavonic Pedagogical Studies Journal 7, no. 2 (2018): 217–36. http://dx.doi.org/10.18355/pg.2018.7.2.1.

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Bolin, Anette, and Elsebeth Fog. "Stories in social work:." Journal of Practice Teaching and Learning 7, no. 3 (December 20, 2012): 22–42. http://dx.doi.org/10.1921/jpts.v7i3.355.

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Summary: Practice learning opportunities form an integral part of studies of social work on the Social Pedagogy program at University West in Sweden and, over a period spanning several years, we have developed a reflective approach to both campus and practice learning. Over the last four years we have worked with a narrative approach to the creation of knowledge from practice learning and for examining the learning outcomes that derive from this educational process. The aim of this article is to describe and discuss the narrative approach to the creation of knowledge using the so-called ‘storytelling method’ as an educational resource for eliciting evidence of learning outcomes in practice learning. We have used this approach to capture the learning that takes place when students are on learning opportunity placements in the social work/social pedagogical field, both nationally and internationally. The article describes both the educational context where storytelling takes place, and the research focus on work integrated learning that led to the implementation of this pedagogical tool. We will also describe and analyse how we use the ‘storytelling method’ with a focus on how it can be used to ‘evidence’ students’ learning.

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Delcheva, Ts. "Formation of professional competencies for social work for the students of social pedagogy." Trakia Journal of Science 13, Suppl.1 (2015): 545–49. http://dx.doi.org/10.15547/tjs.2015.s.01.096.

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Surel, Christina, Sarah Douglas, Andy Finley, and Alexandra Priver. "The Diverse Practice of Social Pedagogues: Case Examples From Denmark, Scotland, and Germany." Children Australia 36, no. 4 (December 1, 2011): 219–23. http://dx.doi.org/10.1375/jcas.36.4.219.

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Guest Editors' NoteAs a holistic way of working with children and young people to develop their learning and wellbeing, their inter-and independence, social pedagogy is widely practised across many European countries. While the ways in which it is practiced will differ — depending on the cultural context and setting — there are also common threads that connect the social pedagogic traditions found in several countries. Hämäläinen (2003) suggests that ‘social pedagogy has a certain perspective of its own [which] cannot be reduced to a set of simple pedagogical methods, but should be understood as an educational orientation in which the world, people, society, social problems and social work are observed through “social pedagogical” glasses, as it were’ (p. 76).

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Wood, Jennifer, Margaret Lane, and Amber M. Mattheus. "Social Work and Obesity." Critical Social Work 21, no. 2 (October 13, 2020): 57–72. http://dx.doi.org/10.22329/csw.v21i2.6464.

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Social work is a profession based on social justice and anti-oppressive action. Social workers in direct practice in most states must possess a master’s level graduate degree and have completed internship/practicum placements hours. This higher education and professional development prerequisites within graduate curriculums must begin to include increased acceptance and understanding of diversity and social justice through expanded lenses and move beyond current frameworks of diversity. For example, one such area of diversity that has become an increasing proportion of higher education students are students who identify as obese or “fat,” and are experiencing oppression and stigma in their everyday life. The authors used a grounded approach to analyze 100 accredited graduate social work programs’ curriculum throughout the United States, with the goal of understanding how the topic of obesity and weight-based oppression were integrated into learning curriculums of diversity, social justice, and cultural humility. The authors will discuss “fat culture” and stigma associated with an obese identity, as well as systems that are inherently oppressive to people who are of larger size. The findings revealed evidence of professional disregard for this population in practice, as well as overarching disregard for body size as a dimension of diversity and inclusion on an institutional level. The authors will reflect on these findings and discuss implications for practice, knowledge, and professional and educational pedagogy.

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Journal articles on the topic 'Social work pedagogy'

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