Interactions of Power and Social Pedagogical Recognition

An Analysis of Narratives of Pupils Who Use Alcohol and Drugs in an Upper Secondary School Context in Sweden

Bibliographic Data

ID22041893
AuthorsLina Olsson (0000-0003-4164-4235, Fagrabäcks Community Youth Center, 351 95 Växjö, Sweden), Belinda Färdig (Växjö Kommun), G Basic (0000-0001-6151-0934, Linnaeus University, corresponding author)
Year2023
Volume13
Issue3
Pages318
Publication date2023-03-20
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci13030318
OpenAlexW4327959669
LanguageEN
Citations received2
References cited18

The aim of this study is to contribute new knowledge about interactions of power and social pedagogical recognition in narratives of students who use alcohol and drugs in an upper secondary school context. In this context, the student narratives create and re-create a series of images of varied treatment by professional actors (e.g., teachers, student coordinators, counsellors). The reproduced power interactions in narratives describing the practices of professional actors are significant for student learning, teaching, nurturing, inclusion, change, discipline, and identity creation. The social pedagogical recognition of the “other party” in the pupil–professional actor relationship is especially important for achieving the aims of including pupils who use alcohol and drugs in a learning context and enacting positive change through the creation and re-creation of social pedagogical identities (e.g., successful pupil identity) in the upper secondary school context

Narrative · Pedagogy · Social environment · Social science · Sociology · Community Health and Development · Counseling, Therapy, and Family Dynamics · Psychology · Social Psychology · Teacher Education and Leadership Studies

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Open DOIOpen Access