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<p>Based on increased social expectations of social pedagogy and early childhood education to promote education and combat poverty, this article asks whether knowledge and skills on this topic are emphasized in teacher training in social pedagogy. This is rarely considered in the investigation of professionalisation processes, but becomes clear in a&#xa0;systemic and multidimensional view as part of the qualification landscape of social pedagogy and early childhood education. Contradictory demands on professional behaviour in contexts of poverty are identified. The module handbooks of the 21&#xa0;study programmes researched (full survey) used for an empirical analysis are positioned as specialised policy documents based on praxeological assumptions and analysed in accordance to the Grounded Theory. The core results are a&#xa0;dethermalization of poverty and pedagogical simplification as well as—informed by praxeology—a&#xa0;tendency to ignore the socio-critical potential of the terms inequality, heterogeneity, diversity and intersectionality. With reference to the systemic contouring of professionalisation processes, intertwined lines of marginalisation are discussed. These characterise both places of education for teachers and the issue of poverty in social pedagogy and early childhood education. This forms the basis for considerations on the necessity of poverty-conscious teacher training. Finally, the tendency to ignore socially critical forms of knowledge is reflected on in terms of its consequences for the creation of subject-specific policy documents and a&#xa0;plea is made for a&#xa0;conscious approach.</p>

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Professionalisierung in Armut?

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年6月1日

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  • Jessica Prigge

摘要

Based on increased social expectations of social pedagogy and early childhood education to promote education and combat poverty, this article asks whether knowledge and skills on this topic are emphasized in teacher training in social pedagogy. This is rarely considered in the investigation of professionalisation processes, but becomes clear in a systemic and multidimensional view as part of the qualification landscape of social pedagogy and early childhood education. Contradictory demands on professional behaviour in contexts of poverty are identified. The module handbooks of the 21 study programmes researched (full survey) used for an empirical analysis are positioned as specialised policy documents based on praxeological assumptions and analysed in accordance to the Grounded Theory. The core results are a dethermalization of poverty and pedagogical simplification as well as—informed by praxeology—a tendency to ignore the socio-critical potential of the terms inequality, heterogeneity, diversity and intersectionality. With reference to the systemic contouring of professionalisation processes, intertwined lines of marginalisation are discussed. These characterise both places of education for teachers and the issue of poverty in social pedagogy and early childhood education. This forms the basis for considerations on the necessity of poverty-conscious teacher training. Finally, the tendency to ignore socially critical forms of knowledge is reflected on in terms of its consequences for the creation of subject-specific policy documents and a plea is made for a conscious approach.