Educational Science with focus on Social Pedagogy

Social Pedagogy as an academic discipline investigates the most diverse forms of (professionalized) processing of ‘the social’ in theoretical, empirical and historical terms. The task for interdisciplinary and internationally oriented Social Pedagogy is to raise analytical and critical questions and to carry out application-oriented basic research in order to offer specific knowledge of reflection on social conditions and professional problems. The analysis therefore focuses on publicly and privately organized forms of support for individuals in situations of discrimination and limited opportunities for social participation. The chair investigates these relationships from perspectives of professional and power analysis, state, normativity, body, subject, and difference theory.

Situation at the chair

The Chair Educational Science with focus on Social Pedagogy is occupied by Catrin Heite (Professor of Educational Science with focus on Social Pedagogy), Margot Vogel Campanello (senior teaching and research assistant), Clarissa Schär (teaching and research assistant), Franziska Schlattmeier (teaching and research assistant), Patrick Sprecher (student assistant), Rahel Staubli (proofreader of the editorial volumes of Zürcher Begegnungen) and Sonja Geiser (administrative office).

Contact

University of Zurich
Institute of Education
Chair of Social Pedagogy
Freiestrasse 36
CH-8032 Zürich

Tel. +41 44 634 27 63

Sonja Geiser (administrative office): sonja.geiser@uzh.ch

Current Research Project

The chair collaborates with the international research group “Children‘s Understandings of Well-being”. Coordination of the research cooperation: Dr. Tobia Fattore (Sydney), Prof. Dr. Susann Fegter (Berlin), Prof. Dr. Christine Hunner-Kreisel (Vechta)

http://www.cuwb.org/

“Children's Understandings of Well-being – global and local Contexts” is a research project that involves a qualitative investigation into how children conceptualise and experience well-being from a comparative and global perspective. The study aims to interrogate from children’s perspectives the meanings of well-being and examines how children experience dimensions of well-being. In so doing we attempt to explore the importance of local, regional and national social, political and cultural contexts on these meanings and experiences, via a comparative national analysis.