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The Recontextualisation of Social Pedagogy. A study of three curricula in the Netherlands, Norway and Ireland.

Hallstedt, Pelle LU and Högström, Mats (2005) In Malmö studies in educational sciences 21.
Abstract (Swedish)
Popular Abstract in Swedish

Avhandlingens syfte är att beskriva, analysera och jämföra rekontextualiseringen av socialpedagogik i tre olika curriculum; I Nijmegen (Nederländerna), Lillehammer (Norge) och Sligo (Irland). Rekontextualisering, ett begrepp hämtat från Basil Bernstein, syftar på den transformation som sker när socialpedagogik flyttas in i ett undervisningssammanhang.



Materialet består av texter: läroplaner, studiehandledningar, timplaner, studieuppgifter, praktiklistor och av intervjuer med: lärare, administratörer, studenter, samt av observationer: lektioner, handledningar.



Den centrala analysen av de tre curriculum behandlar deras konstruktion av klienten, socialpedagogen... (More)
Popular Abstract in Swedish

Avhandlingens syfte är att beskriva, analysera och jämföra rekontextualiseringen av socialpedagogik i tre olika curriculum; I Nijmegen (Nederländerna), Lillehammer (Norge) och Sligo (Irland). Rekontextualisering, ett begrepp hämtat från Basil Bernstein, syftar på den transformation som sker när socialpedagogik flyttas in i ett undervisningssammanhang.



Materialet består av texter: läroplaner, studiehandledningar, timplaner, studieuppgifter, praktiklistor och av intervjuer med: lärare, administratörer, studenter, samt av observationer: lektioner, handledningar.



Den centrala analysen av de tre curriculum behandlar deras konstruktion av klienten, socialpedagogen och relationen mellan dem. Avhandlingen visar på en tydlig koppling mellan organisationen av utbildningen och dessa konstruktioner, liksom mellan curriculum och respektive lands organisation av välfärd. (Less)
Abstract
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... (More)
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. (Less)
Please use this url to cite or link to this publication:
author
opponent
  • Prof. Share, Perry, Institute of Technology, Sligo, Ireland
organization
publishing date
type
Thesis
publication status
published
subject
keywords
Pedagogy and didactics, Sociologi, Sociology, welfare state, social pedagogy, recontextualisation, pedagogic discourse, higher education, ethnography, discourse analysis, classification and framing, Basil Bernstein, curriculum, Pedagogik, didaktik, Special didactics, Specialdidaktik
in
Malmö studies in educational sciences
volume
21
pages
319 pages
publisher
Lärarutbildningen, Malmö högskola
defense location
Sal D 131, Lärarutbildningen i Malmö, Nordenskiöldsgatan 10, Malmö
defense date
2005-11-25 10:15
ISSN
1651-4513
ISBN
91-85042-17-X
language
English
LU publication?
yes
id
734e790a-e5e8-421b-a8e8-a5322c053c04 (old id 24709)
date added to LUP
2007-06-01 08:16:33
date last changed
2016-09-19 08:44:53
@phdthesis{734e790a-e5e8-421b-a8e8-a5322c053c04,
  abstract     = {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.<br/><br>
<br/><br>
The material consists of texts: syllabuses, study guides, timetables, assignments, practice placements lists, interviews: teachers, administrators, students, and observations: lectures, placement supervision.<br/><br>
<br/><br>
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.<br/><br>
<br/><br>
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.<br/><br>
<br/><br>
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.<br/><br>
<br/><br>
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.<br/><br>
<br/><br>
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.},
  author       = {Hallstedt, Pelle and Högström, Mats},
  isbn         = {91-85042-17-X},
  issn         = {1651-4513},
  keyword      = {Pedagogy and didactics,Sociologi,Sociology,welfare state,social pedagogy,recontextualisation,pedagogic discourse,higher education,ethnography,discourse analysis,classification and framing,Basil Bernstein,curriculum,Pedagogik,didaktik,Special didactics,Specialdidaktik},
  language     = {eng},
  pages        = {319},
  publisher    = {Lärarutbildningen, Malmö högskola},
  school       = {Lund University},
  series       = {Malmö studies in educational sciences},
  title        = {The Recontextualisation of Social Pedagogy. A study of three curricula in the Netherlands, Norway and Ireland.},
  volume       = {21},
  year         = {2005},
}