Suchergebnisse

One of the challenges facing social pedagogy is to identify how creativity can be incorporated not only into social pedagogic practice but also into a conceptual approach which integrates theories of creativity, inclusion and participation into a wider explanatory framework. This article seeks to build on the insights drawn from Danish and German social pedagogy in a way which articulates a new way of developing theory and practice. It draws on a range of articles in the special issue to critique the meaning of creativity, showing the complexity of a matter which can be utilised by neo-liberal and radical commentators. It rejects the former approach and suggests that our understanding of creativity needs to be informed with radical conceptions drawing on inclusion, participation, imaginative space and creative and political imagination. It seeks to integrate these insights into wider debates around intersectionality, critical race theory, gender and social activism. It concludes by looking at questions social pedagogy should consider as we seek to develop our theory and practice.

Cet article, écrit par un professeur de travail social, représentant lui-même du courant « radical » de travail social et auteur d'un manuel d'intervention, présente un retour sur les pratiques de ce courant durant les années 1970 et 1980. Parmi les expériences « phares », les projets de développement communautaire sont analysés. L'auteur met en évidence certaines contradictions dans le discours et dans les pratiques. Il suggère qu'elles sont néanmoins porteuses de nombreuses leçons pour une actualité britannique, marquée, aujourd'hui par le retour au pouvoir d'un gouvernement bien décidé à réduire le rôle de l'État dans la sphère de l'action sociale.

Traditional acupuncturists' quest for external legitimacy in Britain involves the standardization of their knowledge bases through the development of training schools and syllabi, formal educational structures, and, since the 1990s, the teaching of undergraduate courses within (or validated by) Higher Education Institutions (HEIs), a process which entails biomedical alignment of the curriculum. However, as holistic discourses were commonly used as a rhetorical strategy by CAM practitioners to distance themselves from biomedicine and as a source of public appeal, this 'mainstreaming' process evoked practitioners' concerns that their holistic claims are being compromised. An additional challenge is being posed by a group of academics and scientists in Britain who launched an attack on CAM courses taught in HEIs, accusing them of being 'unscientific' and 'non-academic' in nature. This paper explores the negotiation of all these challenges during the formalization of traditional acupuncture education in Britain, with a particular focus on the role of HEIs. The in-depth qualitative investigation draws on several data sets: participant observation in a university validated acupuncture course; in-depth interviews; and documentary analysis. The findings show how, as part of the formalization process, acupuncturists in Britain (re)negotiate their holistic, anti-reductionist discourses and claims in relation to contemporary societal, political and cultural forces. Moreover, the teaching and validation of acupuncture courses by HEIs may contribute to broadening acupuncturists' 'holistic awareness' of societal and cultural influences on individuals' and communities' ill-health. This investigation reveals the dynamic and context-specific (rather than fixed and essentialized) nature of acupuncture practice and knowledge.

This methodologically focused case arises from the lead author's professional doctorate in social work at the University of Portsmouth that was supervised by the two co-authors. It considers issues that are encountered in the context of professional doctorate research, particularly changes in the research context during the study, working across professional practice and academic settings, and insideroutsider researcher issues. A change of job and work location for the lead author part-way through the study provided an opportunity to compare researching organizational issues as an "insider" (in the early stages of the study) and as an "outsider" (in the latter stages). Analysis of the differences between the findings generated from each of these perspectives highlights how the positioning of the researcher in relation to the organization under investigation can impact on the research process. The study was a qualitative investigation of access to early help for families where there is neglect of young (pre-school) children. It was conducted from a social constructionist perspective, and the findings were considered using ideas from ecological analysis and street-level bureaucracy. Data collection involved semi-structured interviews of parents, focus groups of children's services practitioners, and a focus group of community volunteers. Data analysis used NVivo 11 coding and thematic network analysis. Practical strategies that the lead author found helpful in the research are outlined, for example, negotiating commissioning decisions, maintaining reflexive research logs, peer shadowing and debriefing, achieving clarity around dual supervision arrangements, using a research design evaluation framework, ways of monitoring organizational change, and negotiating with reluctant gatekeepers.

The objective of this article is to examine the impact of international female labor migration on left-behind parents by taking into consideration the daughters' marital status. Data were taken from in-depth interviews with 37 left-behind parents of migrant women in East Java Province. The study showed that left-behind parents had limited access to the remittances sent by married daughters, except when they carried out childcare responsibilities. Parents of unmarried daughters had some access to remittances, but this varied according to the economic conditions of the family. Left-behind parents were concerned about the safety of their daughters overseas, the marriage prospects of unmarried daughters, the stability of their daughters' marriages and the welfare of left-behind grandchildren. Because the migration of married and unmarried daughters has diverse impacts on left-behind parents, this should be considered in programs that aim to mitigate potential negative impacts of women's migration.

During recent decades a strong interest has grown in actively involving service users in social work education, research and policy development. Drawing on a major European Social Fund project, this book presents an overview of inspiring collaborative models that have proven their efficacy and sustainability. Contributions from service users, lecturers and researchers from across Europe provide detailed case studies of good practice, exploring the value framework behind the model and considering their added value from a user, teacher and student perspective. The book concludes with a series of reflective chapters, considering key issues and ethical dilemmas