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Social pedagogy in a human rights context: Lessons from primary schools in Iceland

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dc.contributor Háskóli Íslands
dc.contributor University of Iceland
dc.contributor.author Jóhannsdóttir, Vilborg
dc.contributor.author Ingólfsdóttir, Jóna G.
dc.date.accessioned 2018-10-02T14:19:33Z
dc.date.available 2018-10-02T14:19:33Z
dc.date.issued 2018-09-28
dc.identifier.citation Jóhannsdóttir, V., & Ingólfsdóttir, J. G. (2018). Social pedagogy in a human rightscontext: Lessons from primary schools in Iceland.International Journal of Social Pedagogy, 7(1): 3.DOI: https://doi.org/10.14324/111.444.ijsp.2018.v7.1.003.
dc.identifier.issn 2051-5804
dc.identifier.uri https://hdl.handle.net/20.500.11815/861
dc.description.abstract The profession of social pedagogues (SPs) in Iceland provides services for a diverse group of people, particularly disabled people of all ages within variety of community settings with inclusive and rights-based practices as their primary professional responsibility. Social pedagogues (SPs) in Iceland have been part of the primary school professional community since the 1974 law on compulsory education opened up the schools for disabled children. This article is based on the school part of an ongoing study which focuses on the role, status and professional developmental needs of SPs in Iceland within their diverse work settings in light of the rights-based demands made by the CRPD. The aim of the school part is to explore, describe and interpret the views and understandings of SPs about the social pedagogue as a contributing actor within inclusive primary schools in Iceland. The data is derived from two main sources; the participants provided texts from a half-open questionnaire and focus group interviews. The analysis is performed with the help of the expansive learning theory within the cultural-historical activity theory framework (CHAT). The findings indicate a large mismatch between policy ideals, the SPs’ professional human-rights based values and the reality SPs face within inclusive schools. Thus, we argue that it is important to acknowledge and utilise the SPs professional expertise embedded in the human rights approach and their innovative practices as part of transformative expansive learning culture and collective change effort in accordance with Article 24 in the CRPD.
dc.format.extent 3
dc.language.iso en
dc.publisher UCL Press
dc.relation.ispartofseries International Journal of Social Pedagogy;7(1)
dc.rights info:eu-repo/semantics/openAccess
dc.subject Skóli án aðgreiningar
dc.subject Mannréttindi
dc.subject Félagsleg aðstoð
dc.subject Grunnskólar
dc.subject Social pedagogy
dc.subject human rights
dc.subject CRPD
dc.subject inclusiv education
dc.subject cultural-historical activity theory
dc.subject expansive learning
dc.subject professional collaboration
dc.title Social pedagogy in a human rights context: Lessons from primary schools in Iceland
dc.type info:eu-repo/semantics/article
dcterms.license CC BY 4.0
dc.description.version Peer Reviewed
dc.identifier.journal International Journal of Social Pedagogy
dc.identifier.doi 10.14324/111.444.ijsp.2018.v7.1.003
dc.relation.url https://www.scienceopen.com/document?vid=71fdde9c-9c43-4416-b4ee-a7a2407ac3b7
dc.contributor.school Menntavísindasvið (HÍ)
dc.contributor.school School of Education (UI)


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