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Professional border territories: A cross-country understanding of social educators and pedagogues in the school landscape
University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science, Curriculum studies. (ROLE)ORCID iD: 0000-0002-1871-4488
University of Alberta, Edmonton, Canada.
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This proposal outlines a cross-country conversation about the social dimensions of pedagogical work. Through our work being alongside a Swedish social pedagogue and a Spanish social educator, we begin to ponder about the border territories that social pedagogy holds in different contexts, times and places.

As we know, professions provide important services to the society based on discretionary work that requires university based training and licensing (e.g. Evetts, 2009). In our educational field, the professionals dealing with social pedagogy vary from country to country. For example, due to the social needs that appeared in Spain in the 90s, the Ministry of Education created a university degree called Social Education. However, before that, social educators worked in non-regulated educational spaces. Professionalizing their role allowed them to start a relational work with children, youth, families, teachers, social workers, social services, and doctors, with social well-being goals. The curriculum that those university programs offer relates to schooling processes, social development, and family matters. This means that, holistically, social educators are able to work in several education communities, crossing borders and building bridges, offering possibilities that have not considered it in the past by their participants. Possibilities that usually are seeing as ‘the path for a better life’.

In Sweden, social workers have traditionally taken care of the more severe social and welfare issues, whereas teachers have had responsibility for pastoral care and other less severe relational problems. Recently, in response to a growing teacher shortage in most Nordic countries, and calls to ‘let teachers be teachers’, a new para-professional group with a social pedagogue non-university degree or comparable occupational training have become more common in schools. 

Thinking with both realities, and attending the three narrative inquiry dimensions, we have puzzled about which spaces do social educators/social pedagogues appropriate inside and outside of school, what do they perceive to be their task to perform, what do they leave to others, and with whom do they interact. All those wonders have created our research puzzle: what negotiations happen in the professional border territories, or spaces in-between, and how can we understand the dynamic inter-professional educational work landscapes in different countries?

In order to trace some emerging professional boundaries and potential boundary crossings between teachers and social educators/social pedagogues, our discussion is nested in the notion of professional territory, which consists of the professionals’ conceived task perception, the social transaction and the appropriated physical space where interaction takes place (Grannäs & Frelin, 2017).

Place, publisher, year, edition, pages
2018.
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:hig:diva-26192OAI: oai:DiVA.org:hig-26192DiVA, id: diva2:1186564
Conference
Invisible College 2018, 12th April 2018, New York, NY, USA
Available from: 2018-02-28 Created: 2018-02-28 Last updated: 2019-02-04Bibliographically approved

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Frelin, Anneli

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CiteExportLink to record
Permanent link

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Cite
Citation style
  • apa
  • harvard-cite-them-right
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • sv-SE
  • en-GB
  • en-US
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  • nn-NB
  • de-DE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
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