Socialpedagogy and its empowering potentials to people in excluded positions – In search for societal and transforming perspectives among socialpedagogues: A Contribute to the Round Table of Network 23: Socialpedagogy Social Pedagogy for the Future – in a critical perspective

Background of research topic/aim
Based on two different projects about socialpedagogical professionalism, this presentation advocates for a more socially transformative and non-individual-oriented approach to social pedagogy, emphasizing the potential of the empowerment concept in efforts to contribute to individuals' emancipation and the transformation of their life conditions (Askheim 20212, Askheim & Andersen 2023).

Theoretical framework
This pedagogical aim is examined based on a historical perspective of social pedagogy as a normative and political grounded idea, inspired by two central pedagogical and learning theorists: Paulo Freire and Oskar Negt . Furthermore the critical social theories of Hartmut Rosa and Andreas Reckwitz (Rosa 2022, 2019, 2014, Reckwitz 2019). Drawing on these critical social analyses and transformative possibilities, illustrative examples from two previous studies of social pedagogical practice will be presented to uncover both the presence or absence of educators' reflections on critical social and transformative perspectives and transgressive orientations.

Methodology/research design
The two projects were undertaken through a combination of ethnographic fieldwork, qualitative interviews, and critical-utopian action research facilitated by dialogue workshops. The common feature of both projects was to grasp and come closer to identify the specific characteristics of socialpedagogical professionalism in the context of different target groups.

Results/findings
The prevailing societal tendency towards an individualized and organizationally internal perspective seems to dominate with the consequences that the emphasis on social pedagogical potentials is displaced by a focus on an individualistic and compensatory approach of citizens. However, another study indicates that the need for pedagogical encounters across the organizational frameworks of the workplace can highlight the importance of a broader societal perspective, with solidaristic identification and a focus on the empowerment of the citizens involved. This might be a useful way to contribute to a renewed generation of meaning and a transformative dimension of social pedagogical work, as well as its practitioners in this field.





References:
Askheim, Ole Petter (2012) Empowerment I helse- og sosialfaglig arbeid – floskel, styringsverktøy eller frigjøringsstrategi? Oslo: Gyldendal Akademisk

Askheim, Ole Petter og Jan Andersen (2023) Brukermedvirkningens mange ansigter. Bergen: Fagbokforlaget

Freire, P. (1968) Miscellanous writings: The role of the social worker in the process of change. Unpublished manuscript. University of California of Berkeley.

Freire, P (1993) Pedagogy of the oppressed New York – London: The Continuum International Publishing Group Ltd.
Freire, P (1994) Håbets pædagogisk – et gensyn med håbets pædagogik. København: Fremad.

Freire, P. (1968) Miscellanous writings: The role of the social worker in the process of change. Unpublished manuscript. University of California of Berkeley.

Freire, P (1993) Pedagogy of the oppressed. New York – London: The Continuum International Publishing Group Ltd.

Freire, P (1994) Håbets pædagogisk – et gensyn med håbets pædagogik. København: Fremad.

Rosa, H. (2022): Det ukontrollerbare. København: Eksistensen.

Rosa, H (2014) Fremmedgørelse og acceleration København: Hans Reitzels Forlag

Rosa, H. (2019) Resonance - A Sociology of Our Relationship to the World. Cambridge: Polity Press