Outlines. Critical Practice Studies https://tidsskrift.dk/outlines Critical Practice studies. Inter- and transdisciplinary journal for critical studies of practices in socio-cultural and historical context. The Outlines Association en-US Outlines. Critical Practice Studies 1399-5510 <p>From issue no. 1 2022 and onward, the journal uses the CC Attribution-NonCommercial- Share Alike 4.0 license <a href="https://creativecommons.org/licenses/by-nc-sa/4.0/">(https://creativecommons.org/licenses/by-nc-sa/4.0/</a>) The authors retain the copyright to their articles.</p> <p>The articles published in the previous 37 issues (From Vol. 1, no. 1, 1999 to Vol. 22, No. 1, 2021, are published according to Danish Copyright legislation. This implies that readers can download, read, and link to the articles, but they cannot republish these articles. The journal retain the copyright of these articles. Authors can upload them in their institutional repositories as a part of a green open access policy.</p> Exploring the theory–practice dimension of social work https://tidsskrift.dk/outlines/article/view/127156 <p>This article presents and discusses how theories inform social work practice and what impact this has on the professional-client relation, specifically how social work professionals perceive children and interpret their possibilities. Data for the analysis to come are drawn from a qualitative study of child welfare services in Norway. The aim of the article is to bring to light how theoretical knowledge as well as social workers´ personal experiences influence the professional work, and consequently parents´ and children’s opportunities to participate. A main finding is that social workers´ interpretations are informed by underlying theoretical frameworks that engender a narrative reasoning, that is, the plots of the parents’ and the children’s past histories, as well as the current situation, provide sense and coherence to professional work and understanding. The analysis focuses on how the social workers perceive the children they deal with, particularly how they acknowledge children´s voices and participation in professional interaction. The empirical examples contribute to expand the horizon of professional practice, in terms of how theoretical perspectives influence and inform everyday practice with service users.</p> Jorunn Vindegg Copyright (c) 2021 We do follow and use the Danish Copyright legislation. 2021-12-23 2021-12-23 22 1 06 31 10.7146/ocps.v22i1.127156 Education in refugee camp contexts https://tidsskrift.dk/outlines/article/view/125927 <p><em>The delivery of education in refugee camps has become a key component of humanitarian programs. </em><em>Since the late 1980s, camps have become the dominant way through which refugee &nbsp;movements are managed around the world (Agier, 2014). Children, the perfect embodiment of the innocent victim, are particularly targeted by humanitarian aid. When refugee situations become protracted and the temporary permanent, their learning structures tend to be become actual schools made of an administration, a teaching staff and a curriculum. Generally funded and coordinated by the United Nations High Commissioner for Refugees (UNHCR), these camp schools contribute today to the schooling of almost 3,5 millions of refugee children (UNHCR, 2019). </em><em>Going beyond an idealized vision of education as a “basic human right” and an instrument of “protection,” this article looks at the ways in which humanitarian aid contributes to establishing the school norm in the margins of the Nation-States while at the same time being closely intertwined with the politics of controlling human mobility. Based on the case studies of schools in two Congolese refugee camps (in Tanzania and Rwanda), we explore which registers of legitimization and understandings of the child they are built on; how they are governed and negotiated on a daily basis by multiple actors; and how they are perceived by the students. What emerges from this analysis are a variety of tensions that characterize the dynamics of these schools: they simultaneously include their students in and exclude them from the dominant social order; they victimize them at the same time as they project them as future citizens, and they (re)produce the conditions of their confinement while creating opportunities for certain socio-spatial mobilities.</em></p> Marion Fresia Andreas von Känel Anne-Nelly Perret-Clermont Copyright (c) 2021 We do follow and use the Danish Copyright legislation. 2021-12-23 2021-12-23 22 1 32 64 10.7146/ocps.v22i1.125927 Educating Resilient Social Work Professionals https://tidsskrift.dk/outlines/article/view/120086 <p>This article deals with the concept of vulnerability in social work and how social work students understand the concept of professionalism. The article is based on an empirical study of social worker students and on analysis of the literature used in the education. Theoretically, the article rests upon vulnerability theory as elaborated by Martha Fineman. The analysis suggests that the social worker students share an understanding of the client as vulnerable, and of the social worker as not vulnerable. This entails a view that the social worker is objective and somewhat distanced from his/her clients. The article argues that this understanding runs the risk of producing non-reflexive social work practitioners that are not aware of their own vulnerable position. In conclusion, we state that an understanding of professionalism centred on a shared vulnerability of all beings could bridge the often-used dichotomous understanding of the social worker as either “helper” or “authoritative bureaucrat” and thus lead to a more resilient concept of professionalism.</p> Camilla Sabroe Jydebjerg Karin Brantbjerg Madsen Michael Christensen Copyright (c) 2021 We do follow and use the Danish Copyright legislation. 2021-12-23 2021-12-23 22 1 65 102 10.7146/ocps.v22i1.120086 Development of a standardized social service pathway for children with complex cerebral palsy https://tidsskrift.dk/outlines/article/view/127263 <p><em>From a cultural-historical perspective, the impairments of a child with a condition like cerebral palsy (CP) have biological origins, but the disability evolves from the mismatch between the child and his/her social conditions for development (Vygotsky, 1993). One example of this dialectical production of disability can be seen in the challenge of the 21<sup>st</sup>-century welfare state: How to provide economically feasible health and educational services anchored in evidence-based methods and practices. Standardized social service pathways for children with CP illustrates an attempt to address this challenge and moderate the mismatch by acting in the intersection between impairment and society. The aim of the article is to analyze challenges in the practice of connecting research and practice-based knowledge with societal practices in order to diminish the disability of the child. A multidisciplinary group assembled by the Danish National Board of Social Services engaged in a practice of developing a guideline for a social service pathway. Agendas and minutes from their series of meetings provide insight in how the work evolved through conflictual discussions. Rather</em><em> than a neutral transformation of knowledge into practice, the practice</em><em> revealed itself as a</em><em> value-laden process in which the needs of the child and family were at times decentred and the focus shifted to how social services could be realised in complex, structured social practices. While the group managed to overcome several conflicts and agree of a social service pathway, a socio-economic analysis was unable to argue for the comprehensive social service pathway as an economic sound choice for municipal decision-makers. </em><em>The conflict between the welfare ideology and economic feasibility remains unresolved and can be expected to limit the extent that impairments can be remedied and the mismatch decreased. Overcoming or diminishing the mismatch might never become economic worthwhile. As the political pendulum oscillates between welfare and economic concerns, the experience of disability will likewise diminish or expand.</em></p> Louise Bøttcher Ole Christensen Charlotte R Pedersen Derek John Curtis Copyright (c) 2021 We do follow and use the Danish Copyright legislation. 2021-12-23 2021-12-23 22 1 103 137 10.7146/ocps.v22i1.127263 The medicalisation of learning difficulties through the prism of Bronfenbrenner’s bioecological approach https://tidsskrift.dk/outlines/article/view/121453 <p>The purpose of this study is to map the medicalisation of learning difficulties in the remote and mountainous areas in Chania Prefecture, Crete, when pupils are referred to Diagnostic Institutes to be assessed and possibly receive a learning difficulty diagnosis. It provides evidence on the fact that the learning difficulties identification procedure tends to be individually oriented and to neglect contextual dimensions, as well as the interactions between them, particularly in light of the consequences of the socioeconomic crisis in Greece. The remote and mountainous areas in Chania Prefecture, Crete, serve as a case study. Educational documents, archives, newspapers, and laws are examined, and six semi-structured interviews are conducted and analysed. The analysis yields two core themes: a. Exaggerated diagnoses: a compensatory tool and b. The emergence of the environment of the contexts: the impacts of the socioeconomic crisis. As an outcome of the analysis, it occurs that the medicalisation of learning difficulties appears to impose an obstacle to the detection of the deeper systemic, social, and political causes of these difficulties. It may also fail to sufficiently address the needs of the involved parts, namely pupils, parents, and schools. Given the implications arising from the study that indicate the systemic nature and influences of learning difficulties, the necessity for a transition towards a bioecological approach is discussed.</p> Aikaterini Venianaki Eleni Timplalexi Manolis Dafermos Copyright (c) 2021 We do follow and use the Danish Copyright legislation. 2021-12-23 2021-12-23 22 1 138 180 10.7146/ocps.v22i1.121453 Knowledge as a Tool for Identity Development and Social Transformation https://tidsskrift.dk/outlines/article/view/121444 <p><em>Inspired by recent advances in research on transformative agency development, and applying relevant conceptual and analytical tools, the paper explores a teacher’s enactment of transformative pedagogy unfolding in the first decade of South Africa’s post-apartheid political transformation. The paper explores the teacher’s struggles for social transformation and self-realization, waged through classroom teaching and learning, blended with culturally situated knowledge practices. That is, the teacher creatively brings together two initially contradictory knowledge practices of schooling vis-à-vis non-school knowledge practices. In this, the teacher challenges assumptions of immanent discontinuities between formal school knowledge on the one hand, and the non-school, culturally situated knowledge traditions and community practices on the other hand. The teacher therefore purposefully connects school knowledge—meaningfully, with culturally situated knowledge practices. Consequently, the teacher enables learners to reflect on personal experiences and culturally situated practices while simultaneously subjecting concepts and ideas to reflection, from the standpoint of learners’ culturally situated knowledge—including community practices.</em></p> Azwihangwisi Edward Muthivhi Copyright (c) 2021 We do follow and use the Danish Copyright legislation. 2021-12-23 2021-12-23 22 1 181 219 10.7146/ocps.v22i1.121444 Activist research in the global quest for social justice https://tidsskrift.dk/outlines/article/view/130016 Eduardo Vianna André Sales João Otavio Garcia Copyright (c) 2021 We do follow and use the Danish Copyright legislation. 2021-12-23 2021-12-23 22 1 1 5 10.7146/ocps.v22i1.130016