Social Pedagogy in Denmark
DOI:
https://doi.org/10.7179/PSRI_2016.27.04Keywords:
Social Pedagogy, Research, Professionalization, KnowledgeAbstract
The paper introduces an overview of the state of art of social pedagogy in Denmark. In the first section, it deals with the importation from Germany of the concept, the process of reception (e.g. translation and transfer) and the original Danish amendments to the original concept. Despite these amendments, social pedagogy was and still remains a practice, thereby appealing to practitioners. Section two of the paper points out how social pedagogy is under-theorized and emphasizes the lack of theoretical work and research linked to social pedagogy. In the third section, the process of professionalization is presented and discussed. Eventually, in the fourth and last section, the current state and future of social pedagogy are concluded and put into perspective.
The paper builds on use of the approach of descriptive analysis with respect to existing historical accounts and theoretical and research-based expositions, including broadly received textbooks.
The findings of the analyses point out a continuous lack of theoretical work alongside an increased interest in researching pedagogical practices. The results further stress the significance of external demands on the professionals on the cost of the principles of Act on Social Services aiming at efficiency and employability.
Throughout the paper a thread of discussion is maintained.
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