Publication details
Definice oboru Sociální pedagogika a možnosti jeho působení v rámci idey sociální inkluze v kontextu institucionálních diskursů
| Title in English | The definition of the field of Social Pedagogy and its possibilities to operate within the ideological framework of social inclusion in the context of institutional discourses |
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| Authors | |
| Year of publication | 2020 |
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| Citation | |
| Description | We designed the content of the habilitation thesis as a defining exposition of the field of social pedagogy, expanded into theoretical concepts of social sciences, anchored in the institutional framework of standardized requirements, objectives and measures concerning education policy, finally analysed from the accounts of school actors in social reality. In this sense of the exposition, defining of the field of social pedagogy is based on constructivist and (post)structuralist conceptions of the definition. The aim of this habilitation thesis was to systematically analyse the scope of social pedagogy by defining activities in the field while taking into account broader social context and “invisible” power structures. The content of this habilitation thesis is designed to encompass both the theoretical and empirical, as well as the application aspects of social pedagogy by providing examples of current reforms in education policy. In our opinion, social pedagogy covers a wide range of educational areas in both school and extracurricular education, and at the same time its approach also focuses on the area of social interventions. The aim of the exposition in the first two theoretical chapters was to present an interpretive space for highlighting the used specialized terms and their connection to the theories describing and explaining the complexity of social reality in the field of education. In the third chapter, we focused on the description and explanation of the issues of social inclusion in schools, which we understand as one of the objects of the research and practical interventions in the field of social pedagogy. In the fourth, empirically based chapter, the research informants were members of pedagogical staff of Roma schools, Roma mothers, Roma secondary school students and the fourth source of the research data was constituted by the accounts of authors of selected articles from the Učitelské noviny weekly for the period of 2010-2020. The research was implemented by applying the method of discursive analysis. The research objectives were targeted at analysing the communicative frameworks of social reality from the perspective of various school actors, which was supposed to reveal, among other things, potential educational or socially determined problems or inequalities in access to quality education. |