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Honderd jaar na de kinderbescherming: de institutionalisering van een pedagogische paradox

Karel De Vos (UGent) , Rudi Roose (UGent) and Maria De Bie (UGent)
(2012) PANOPTICON. 33(5). p.454-469
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Abstract
A Hundred Years of Child Protection: the Institutionalization of a Pedagogical Paradox In this contribution, we focus on the development of special youth care in Belgium. This development is characterised by a logic in which a) problems in education are seen as the main source of social problems, b) the need to intervene in these educational problems is stated and c) these interventions are seen as pedagogical interventions. We argue that this logic leads to a pedagogical paradox, as it reduces pedagogy to an instrument to reach preset goals and as such, paradoXically, becomes unpedagogical.
Keywords
identity, pedagogy, chUd protection, special youth care

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Citation

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MLA
De Vos, Karel, et al. “Honderd Jaar Na de Kinderbescherming: De Institutionalisering van Een Pedagogische Paradox.” PANOPTICON, vol. 33, no. 5, 2012, pp. 454–69.
APA
De Vos, K., Roose, R., & De Bie, M. (2012). Honderd jaar na de kinderbescherming: de institutionalisering van een pedagogische paradox. PANOPTICON, 33(5), 454–469.
Chicago author-date
De Vos, Karel, Rudi Roose, and Maria De Bie. 2012. “Honderd Jaar Na de Kinderbescherming: De Institutionalisering van Een Pedagogische Paradox.” PANOPTICON 33 (5): 454–69.
Chicago author-date (all authors)
De Vos, Karel, Rudi Roose, and Maria De Bie. 2012. “Honderd Jaar Na de Kinderbescherming: De Institutionalisering van Een Pedagogische Paradox.” PANOPTICON 33 (5): 454–469.
Vancouver
1.
De Vos K, Roose R, De Bie M. Honderd jaar na de kinderbescherming: de institutionalisering van een pedagogische paradox. PANOPTICON. 2012;33(5):454–69.
IEEE
[1]
K. De Vos, R. Roose, and M. De Bie, “Honderd jaar na de kinderbescherming: de institutionalisering van een pedagogische paradox,” PANOPTICON, vol. 33, no. 5, pp. 454–469, 2012.
@article{3029266,
  abstract     = {{A Hundred Years of Child Protection: the Institutionalization of a Pedagogical Paradox In this contribution, we focus on the development of special youth care in Belgium. This development is characterised by a logic in which a) problems in education are seen as the main source of social problems, b) the need to intervene in these educational problems is stated and c) these interventions are seen as pedagogical interventions. We argue that this logic leads to a pedagogical paradox, as it reduces pedagogy to an instrument to reach preset goals and as such, paradoXically, becomes unpedagogical.}},
  author       = {{De Vos, Karel and Roose, Rudi and De Bie, Maria}},
  issn         = {{0771-1409}},
  journal      = {{PANOPTICON}},
  keywords     = {{identity,pedagogy,chUd protection,special youth care}},
  language     = {{dut}},
  number       = {{5}},
  pages        = {{454--469}},
  title        = {{Honderd jaar na de kinderbescherming: de institutionalisering van een pedagogische paradox}},
  volume       = {{33}},
  year         = {{2012}},
}