Malmö University Publications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • 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 recontextualisation of social pedagogy: a study of three curricula in the Netherlands, Norway and Ireland
Malmö högskola, School of Teacher Education (LUT).
Malmö högskola, School of Teacher Education (LUT).ORCID iD: 0000-0002-6901-9266
2005 (English)Doctoral thesis, monograph (Other academic)
Abstract [en]

The purpose of this thesis is to describe, analyse, and compare the recontextualisation of social pedagogy in three different curricula; in Nijmegen (NL), Lillehammer (N), and Sligo (IRL). The curricula represent different academic orientations and are located in different social-political contexts. The recontextualisation of social pedagogy, the concept derived from the works of Basil Bernstein, indicates the transformation of social pedagogical actions into an educational context. The material consists of texts: syllabuses, study guides, timetables, assignments, practice placements lists, interviews: teachers, administrators, students, and observations: lectures, placement supervision. The outcome of the recontextualisation is firstly analysed with the use of concepts from Bernstein’s code theory: classification and framing, integrated and collection code, and pedagogic discourse. Secondly the analysis of the recontextualisation is compared to a provisional definition based on the contemporary discourse of social pedagogy. The Nijmegen curriculum is characterised by an integrated code with weak classification between subjects. The framing between lecturers and students as well as between theory and practice is strong. The curriculum emphasises the fostering of strong students with artistic skills as a fundemantal resource. Clients are in some sections presented as commensurable and in other as fundamentally different from the social educational worker. The Lillehammer curriculum is characterised by a collection code that turns into an integrated code in later sections of the programme. The degree of academicalisation is high and it has a strong emphasis on scientifically derived methods in social educational work. The classification between college and work field is weak, framing between lecturers is weak but strong between lecturers and students. The two strands stress different client conceptions; child welfare workers and clients are presented as being on the same level, whereas the asymmetry between welfare nurses and clients evident. The Sligo curriculum has an academic orientation. The programme is built on a collection code; strong classification between subjects. The framing is strong between lecturers, lecturers and students, as well as between the college and the work field. A caring relationship between worker and client is a central goal. As a consequence the relationship between worker and client is presented as rather asymmetric. Ethics and therapy-based reflections on the relationship are central. The fundamentals of the respective national social-political context can be detected in all the three curricula. There is an apparent congruency between curriculum and social-political context.

Place, publisher, year, edition, pages
Malmö högskola, Lärarutbildningen , 2005. , p. 319
Series
Malmö Studies in Educational Sciences: Doctoral Dissertation Series, ISSN 1651-4513 ; 21
Keywords [en]
Basil Bernstein, Curriculum, Classification and framing, Discourse analysis, Ethnography, Higher education, Pedagogic discourse, Social pedagogy, Recontextualisation, Welfare state
National Category
Sociology (excluding Social Work, Social Psychology and Social Anthropology)
Identifiers
URN: urn:nbn:se:mau:diva-7299Local ID: 7231ISBN: 91-85042-17-X (print)OAI: oai:DiVA.org:mau-7299DiVA, id: diva2:1404213
Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2022-06-27Bibliographically approved

Open Access in DiVA

fulltext(924 kB)1228 downloads
File information
File name FULLTEXT01.pdfFile size 924 kBChecksum SHA-512
311b20e0c0608ad0cd9a7e985bcf87f78962d0d7b6d9714859f1ab944a57ea3e9873e2683cf4ea5331f480c6e39f13941db8e4f38fdda5035ede1ef984301da8
Type fulltextMimetype application/pdf

Authority records

Högström, Mats

Search in DiVA

By author/editor
Högström, Mats
By organisation
School of Teacher Education (LUT)
Sociology (excluding Social Work, Social Psychology and Social Anthropology)

Search outside of DiVA

GoogleGoogle Scholar
Total: 1228 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

isbn
urn-nbn

Altmetric score

isbn
urn-nbn
Total: 328 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • 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