International organisations in global sustainability transitions
In: Environmental innovation and societal transitions, Band 41, S. 49-51
ISSN: 2210-4224
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In: Environmental innovation and societal transitions, Band 41, S. 49-51
ISSN: 2210-4224
In: European journal of political economy, Band 69, S. 102011
ISSN: 1873-5703
In: ECB Working Paper No. 2021/2536
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In: Business History, 62 (1) pp. 1-25
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In: Business history, Band 62, Heft 1, S. 1-25
ISSN: 1743-7938
In: Recht und Politik: Zeitschrift für deutsche und europäische Rechtspolitik, Band 55, Heft 3, S. 314-318
ISSN: 2366-6757
In: Zeitschrift des Deutschen Juristinnenbundes: djbZ, Band 22, Heft 3, S. 143-144
ISSN: 2942-3163
In: Gefahrstoffe, Reinhaltung der Luft: air quality control, Band 79, Heft 5, S. 145-145
ISSN: 1436-4891
In: Zeitschrift für Außen- und Sicherheitspolitik: ZFAS, Band 11, Heft 4, S. 511-520
ISSN: 1866-2196
In: Schweizerische Ärztezeitung: SÄZ ; offizielles Organ der FMH und der FMH Services = Bulletin des médecins suisses : BMS = Bollettino dei medici svizzeri
ISSN: 1424-4004
In: Institutionalised children explorations and beyond, Band 5, Heft 2, S. 281-282
ISSN: 2349-3011
In: Journal of European public policy, Band 26, Heft 6, S. 946-961
ISSN: 1466-4429
In: Schweizerische Ärztezeitung: SÄZ ; offizielles Organ der FMH und der FMH Services = Bulletin des médecins suisses : BMS = Bollettino dei medici svizzeri
ISSN: 1424-4004
In: Gesellschaft, Wirtschaft, Politik: GWP ; Sozialwissenschaften für politische Bildung, Band 67, Heft 2, S. 233-241
ISSN: 2196-1654
In: Journal of social work: JSW, Band 19, Heft 2, S. 253-275
ISSN: 1741-296X
SummaryThis study adopts a comparative perspective to present a descriptive analysis of the state of social pedagogy training at universities in different countries. It arises out of an interest to construct a global, current and integrated perspective of social pedagogy. The study uses a quantitative methodology to analyse the content of social pedagogy curricula based on the principal dimensions that shape them, which have been defined by academic experts in previous search ( Janer & Úcar, 2016 ).FindingsThe results indicate that in most of the universities analysed social pedagogy is a subject within other social and educational science studies rather than a degree or specialization in its own right. There is coherence between what the academic experts point out and the specific content of university studies in social pedagogy as regards the political, ethical and social dimension of the context and, regarding the varied scope of intervention and use of methodologies. However, the epistemological, professional, historical and functional dimensions have little presence in social pedagogy university studies.ApplicationsThe theoretical and practical field of social pedagogy is complex and subject to multiple and varied interpretations. This study contributes to the theoretical debate on the nature of social pedagogy. This analysis is relevant from both a scientific and a social perspective. It's necessary to working towards building a common and universal theoretical core for social pedagogy to achieve a transmission of knowledge regarding all of the analysed dimensions clearer and help unite its theoretical, educational and professional spheres.