Social pedagogy in a professional Norwegian child welfare context

Author(s)

Publication date

2010-04

Series/Report no

European Journal of Social Education;(18/19)

Publisher

FESET

Document type

Abstract

This article is on the issue of social pedagogy in a professional Norwegian child welfare context. Gerd Hagen’s analysis and argumentation on child welfare is a point of departure. In a too wide understanding of child welfare social pedagogy aims to promote the general development and welfare of children and youth. When the child welfare field is too narrowly drawn, the aim of social pedagogy is focused on efforts that are based on the Norwegian Child Welfare Law of 1993. A third perspective identifies and argues for social pedagogy as the aim and efforts of public and private organizations to protect and foster children and youth who are in particular need of education, (upbringing), training, care and treatment. Social pedagogy in a professional Norwegian child welfare context merges a Scandinavian and a Continental European social pedagogical tradition with a British and American social work tradition. At the same time, it has developed in its own right as an integrated element within the Norwegian welfare state organization. Social pedagogy is influenced by the development of official state policy, changes in the field of practice and theory production.

Keywords

Permanent URL (for citation purposes)

  • http://hdl.handle.net/10642/622