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<p>This article deals with ambivalences of care activities in schools using the example of school social work. To this end, central defining characteristics of the phenomenon of care and its cultural form and organization are first described and the associated ambivalences are discussed. This is concretized on the basis of existing studies on the field of school social work. Subsequently, an interview study with school social workers who were asked about their fields of work, their professional practice and also about challenges in dealing with school logic is presented and discussed. Based on this, the question of the extent to which care work in school social work is described as an ambivalent process is discussed. The analysis is carried out according to the coding procedures of grounded theory (Strauss and Corbin <CitationRef CitationID="CR44">1996</CitationRef>)—from which three categories of ambivalences of care are described: Support vs. Exclusion, Attention for the child vs. respect for parental privacy, and Rhetorical Appreciation vs. Practical Marginalization of Care Work. In a&#xa0;subsequent discussion, the significance of these ambivalences in elementary school is examined and hypotheses and follow-up questions for future studies are reflected upon.</p>

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Ambivalenzen der Sorge. Eine Interviewstudie zur Schulsozialarbeit

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  • 出版模式：

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  • 发表日期：

    2025年12月9日

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  • Niels Uhlendorf,
  • Cornelie Dietrich

摘要

This article deals with ambivalences of care activities in schools using the example of school social work. To this end, central defining characteristics of the phenomenon of care and its cultural form and organization are first described and the associated ambivalences are discussed. This is concretized on the basis of existing studies on the field of school social work. Subsequently, an interview study with school social workers who were asked about their fields of work, their professional practice and also about challenges in dealing with school logic is presented and discussed. Based on this, the question of the extent to which care work in school social work is described as an ambivalent process is discussed. The analysis is carried out according to the coding procedures of grounded theory (Strauss and Corbin 1996)—from which three categories of ambivalences of care are described: Support vs. Exclusion, Attention for the child vs. respect for parental privacy, and Rhetorical Appreciation vs. Practical Marginalization of Care Work. In a subsequent discussion, the significance of these ambivalences in elementary school is examined and hypotheses and follow-up questions for future studies are reflected upon.