1,720,961 research outputs found
Who’s got the power?: A social pedagogical exploration of power, the important element within relationship-based practice
No full textThis article introduces the reader to the Danish social pedagogy concept of the 3 Ps, which assists in helping social workers to set out the boundaries between the Professional. Personal and Private in relationship-based practice. A key aspect of relationship-based practice is the ability to work in an anti-oppressive way, and a critical awareness and ability to understand and analyze power is central to this. The author and her colleague have developed the 3 Ps framework to focus in more detail on the issue of power, to assist social workers and students to address this within their everyday practice. This focuses on a social worker’s approach to the purpose of their work, being aware of the needs and whose needs are being met as well as formal and informal power dynamics. The framework aims to assist social workers and students to consider their everyday practice, addressing the issue of power and supporting anti-oppressive practice
I’ve Got the Power! A Social Pedagogical Exploration of Power Dynamics in Relational Leadership and Practice Within Public Services
No full textEthical and relational leadership in a complex world: the use of the Human Learning System and social pedagogical leadership framework to navigating complexity
Get PDFThe Covid-19 pandemic brought into sharp focus the complexities and challenges facing social work and social care organisations. Using theory, ethics and practice, this article aims to critically explore an ethical and relational approach to leadership that can help navigate complexity in social work in the UK. Explaining the emerging Human Learning System, this article argues that this paradigm can offer an alternative to the new public management, with its focus on the three core aspects of markets, matrix and management. Key to this discussion is the social pedagogy leadership framework, which aims to assist the navigation of complexity in direct practice and support positive organisational cultures and systems as discussed within the Human Learning System. The leadership framework is informed by the principles of social pedagogy, which are seen as an ethical philosophical approach to leadership and direct practice. It places human relationships and rights within the everyday and at the heart of leadership and organisational change – as Berit Bae has stated, human rights must be applied in the everyday, not just in certain situations. Using the philosophical principles and core ideas of social pedagogy and the Human Learning System, the framework is designed to support leadership, which is relational and ethical at its core, while also assisting the navigation of uncertainty and the complexities of the work undertaken by modern social work and social care organisations
I’ve Got the Power! A Social Pedagogical Exploration of Power Dynamics in Relational Leadership and Practice Within Public Services: The Emerging Relational Approach to Public Services
No full textIn response to the impact of New Public Management (NPM), there is a growing awareness of the importance of relational leadership and practice in public services, with organizations looking for guidance and support in developing this. The expanding human learning system (HLS) network of people and organizations is an example of the breath of interest and commitment to service reform that places human flourish at its heart. To effectively develop relational leadership the uncomfortable issue of power must be surfaced and explored if ethical relational leadership is to be truly established. To aid this, I have developed a framework that expands the Danish social pedagogy model of the 3 Ps to assist relational leaders to address and challenge issues of power within relational working. This chapter sets out to explain how to apply this to the organizational context and direct work of public services so that there is more transparency around the inherent power that we navigate within our human relationships that are at the heart of all public services
Book Review Boys’ Stories of Their Time in a Residential School: ‘The Best Years of Our Lives’ by Mark Smith (2022), London, Routledge
Get PDFMaking Sense of Power and Politics in Everyday Practice Through the 3Ps
No full textIntroduction: A Desire to Help Others
Since the death of George Floyd on May 25th, 2020 increased the visibility and expansion of the Black Lives Matter movement, there has been greater discussion about how to be a ‘good ally’ and support disadvantaged groups and social movements in order to eradicate discrimination and oppression in the world around us (Eddo-Lodge 2020; Reid 2021). As social work educators working with students, graduates and experienced practitioners, we have noticed that many students apply to social work degrees with the desire to be part of wider positive social change and act as a ‘good ally’ to disadvantaged groups within society. This determination is echoed within the social work profession more widely, as most social workers are drawn to this profession out of a desire to ‘help’ people (Ruch et al 2010; Trevithick 2011) and feel that this is a vocation instead of just a job. Part of this vocational pull is about taking a stand and challenging social inequality whilst supporting disadvantaged groups to gain greater power.
Social justice has been at the heart of social work practice for the past few decades (Cunningham & Cunningham 2014) and forms one of the core aims contained in the Global Social Work Statement of Ethical Principles held by the International Federation of Social Workers (IFSW 2018). The statement sets out clearly that in the promotion of social justice, all social workers should challenge ‘discrimination and institutional oppression’, ‘respect diversity’, ‘build solidarity’, make sure people have equal access to the resources they need, and importantly challenge ‘unjust polices and practices’ (IFSW 2018). In the UK, the British Association of Social Workers Code of Ethics also highlights the importance of social justice and human rights. Section 2.2 of the code states that ‘Social workers have a responsibility to promote social justice, in relation to society generally, and in relation to the people with whom they work.’ (BASW 2021). As Krumer-Nevo (2016) states, ‘the ethics of solidarity translates into practice when social workers take a stance and behave as partners of their service users in their struggle’ (p1802).
To work in solidarity and as partners requires awareness and understanding of power dynamics and how they operate in relation to discrimination and oppression on structural, systemic and personal levels as well as the intersectionality of discrimination. Social work education and training plays an important role in assisting students and practitioners to understand the implications of these dynamics as well as how the ethical principles, the professional codes and standards for social work and human rights can become alive and central within their practice instead of remaining abstract concepts or tick box exercises that reinforce discriminatory practice and oppression (Charfe & Gardner 2020).
As we explore in this chapter, the Danish social pedagogical concept of the 3 Ps (Jappe 2010) – the Professional, Personal and Private Self – can help practitioners make sense of power and politics within a practice context that requires them to navigate systems which frequently challenge their values base. The 3 Ps invites critical reflection on questions such as: How might their personal attitudes towards power and politics benefit social workers in their professional capacity and enable them to work in an authentically anti-oppressive way? Do they hold views which do not enhance their ability to meaningfully support the people they work alongside and which should therefore be kept private? By offering an accessible yet nuanced framework, social work students and practitioners can explore answers to these and related questions together with others and recognize that these answers very much depend on contextual factors, meaning that they require professionals’ situated judgment
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
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