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The cultural brokering power of social pedagogy in education for Roma students
University West, School of Business, Economics and IT, Divison of Informatics. (LINA)ORCID iD: 0000-0002-1908-4940
2019 (English)In: Nordic Social Work Research, ISSN 2156-857X, E-ISSN 2156-8588, Vol. 9, no 1, p. 5-17Article in journal (Refereed) Published
Abstract [en]

Throughout history, people have concerned themselves with how people can live and work together in an inclusive society that encourages cooperative and productive bonds. This question is highly relevant in contemporary society that is characterized by growing migration and social differentiation. One, maybe obvious, solution is to provide people the opportunity to participate in education, creating conditions for a more inclusive society. In that context, questions are often raised about the relation between education and integration of immigrants. Social pedagogy aims to combine educational and social interventions. This study takes place at a school for adult Roma students and the aim is to identify and explain social pedagogical strategies with respect to inclusion processes. The results show how theoretical foundations of social pedagogy works as a €˜facilitator€™ and guide the teachers’ actions. By taking cultural belonging into account, shed light on issues relating to learning processes as well as mobilization and inclusion.

Place, publisher, year, edition, pages
2019. Vol. 9, no 1, p. 5-17
Keywords [en]
Education, exclusion/inclusion, immigration, social pedagogy
National Category
Social Work
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Social work
Identifiers
URN: urn:nbn:se:hv:diva-13566DOI: 10.1080/2156857X.2018.1463284OAI: oai:DiVA.org:hv-13566DiVA, id: diva2:1290194
Available from: 2019-02-20 Created: 2019-02-20 Last updated: 2019-02-21Bibliographically approved

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Winman, Thomas

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