Jag-Våldet: en narrativ studie om socialpedagoger i en våldsam miljö
(2014) PEDK01 20141Education
- Abstract
- This narrative study aims to examine how social pedagogues perceive and relate to violence and threats of violence in a social educational context in Denmark. Furthermore, the study examines how these perceptions affect the relational aspect of the profession. My interest in the subject is sprung out of personal experiences in multiple socio-educational projects. As such, my material is composed by four qualitative interviews, conducted between my colleagues and me. To gain a theoretical understanding of the relational aspects, I have used the theoretical framework developed by Jonas Aspelin & Sven Persson. Within this, I have mainly looked at the theorists Kenneth Gergens, Martin Buber and Gert Biesta. Moreover, I have used the concept of... (More)
- This narrative study aims to examine how social pedagogues perceive and relate to violence and threats of violence in a social educational context in Denmark. Furthermore, the study examines how these perceptions affect the relational aspect of the profession. My interest in the subject is sprung out of personal experiences in multiple socio-educational projects. As such, my material is composed by four qualitative interviews, conducted between my colleagues and me. To gain a theoretical understanding of the relational aspects, I have used the theoretical framework developed by Jonas Aspelin & Sven Persson. Within this, I have mainly looked at the theorists Kenneth Gergens, Martin Buber and Gert Biesta. Moreover, I have used the concept of the pedagogical lodestar, developed by Lotta Jons, in order to gain an understanding of who the social pedagogue desire to be within the their profession. The result of the study shows that the pedagogues relate to violence by entering a professional role, embodied by different models of understanding and control. These processes transform the violence to be manageable regardless of its range. Placed in relation to the theories of Buber, the perceptions of the social pedagogues more commonly constitute a relation framed as I-it. This forms an instrumental relationship, which to its extreme, results in a dehumanizing of the caretaker. However, when the unexpected violence enters the stage, some social pedagogues describe how a moral compass is used to manage and understand the violence. Hardly drawn, this allows the relation to be framed as I- Thou, in which the social pedagogues and the caretaker recognize each other's existence and true nature. With this study I want to contribute to a broader understanding in how the social pedagogues act in a violent environment, and in addition, to inspire to an ontological discussion within the research field of social pedagogy upon whom the pedagogue would like be. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/4499643
- author
- Svensson, Freddie LU
- supervisor
- organization
- course
- PEDK01 20141
- year
- 2014
- type
- M2 - Bachelor Degree
- subject
- keywords
- Relationellt arbete, Våld, Socialpedagogik, Pedagogik
- language
- Swedish
- id
- 4499643
- date added to LUP
- 2014-06-25 23:00:36
- date last changed
- 2014-09-04 08:37:03
@misc{4499643,
abstract = {{This narrative study aims to examine how social pedagogues perceive and relate to violence and threats of violence in a social educational context in Denmark. Furthermore, the study examines how these perceptions affect the relational aspect of the profession. My interest in the subject is sprung out of personal experiences in multiple socio-educational projects. As such, my material is composed by four qualitative interviews, conducted between my colleagues and me. To gain a theoretical understanding of the relational aspects, I have used the theoretical framework developed by Jonas Aspelin & Sven Persson. Within this, I have mainly looked at the theorists Kenneth Gergens, Martin Buber and Gert Biesta. Moreover, I have used the concept of the pedagogical lodestar, developed by Lotta Jons, in order to gain an understanding of who the social pedagogue desire to be within the their profession. The result of the study shows that the pedagogues relate to violence by entering a professional role, embodied by different models of understanding and control. These processes transform the violence to be manageable regardless of its range. Placed in relation to the theories of Buber, the perceptions of the social pedagogues more commonly constitute a relation framed as I-it. This forms an instrumental relationship, which to its extreme, results in a dehumanizing of the caretaker. However, when the unexpected violence enters the stage, some social pedagogues describe how a moral compass is used to manage and understand the violence. Hardly drawn, this allows the relation to be framed as I- Thou, in which the social pedagogues and the caretaker recognize each other's existence and true nature. With this study I want to contribute to a broader understanding in how the social pedagogues act in a violent environment, and in addition, to inspire to an ontological discussion within the research field of social pedagogy upon whom the pedagogue would like be.}},
author = {{Svensson, Freddie}},
language = {{swe}},
note = {{Student Paper}},
title = {{Jag-Våldet: en narrativ studie om socialpedagoger i en våldsam miljö}},
year = {{2014}},
}