Equality is the basic premise of democracy. At the same time its actual realisation in existing democracies has always been limited. The relation between equality and democracy and the fact that ...historically its substantiation has never been fully achieved reveals the historically equiprimordial nature of equality and liberty (Balibar 2010/2012). Since the 18th century this equiprimordial nature, as an „equation of human and citizen" (Balibar 2010/2012, p. 89; own translation), constitutes the ideal of the emerging bourgeois society (bürgerliche Welt). The necessity of a boundedness of equality and liberty has been known since ancient attempts to establish the πόλις (polis). However, in the city state of Athens an Attic man's liberty as a citizen, meaning as a political agent, was not bound to the concept of equality as a human right, but to his exclusive power position in the household (οἶκος (oikos). The male Attic citizen's control over reproduction, care and relationships in the private household guaranteed the necessary foundation for his political agency and acting in (political) liberty. Hence, the political participation of an Attic man was bound to securing his livelihood. The separation of public and private sphere as a principle is still effective in bourgeois society (Rosenbaum/Timm 2008). However, the Attic polis and bourgeois society of the modern world are entirely different: Attic citizenry was particular, as only grown and free men enjoyed the privilege of being part of it. A universal conception of mankind as citizens (human right) did not exist yet. Therefore the polis as a political public sphere, and hence as a space of liberty, always remained limited. The establishment of Bourgeois society did not bring an end to this structural logic. In parts of Switzerland it could be experienced first hand just a few years ago: In 1989 the community of Appenzell Innerrhoden which was represented exclusively by men defeated a motion for women's suffrage in a direct vote.
Children and young people constitute a core target group for health literacy research and practice: during childhood and youth, fundamental cognitive, physical and emotional development processes ...take place and health-related behaviours and skills develop. However, there is limited knowledge and academic consensus regarding the abilities and knowledge a child or young person should possess for making sound health decisions. The research presented in this review addresses this gap by providing an overview and synthesis of current understandings of health literacy in childhood and youth. Furthermore, the authors aim to understand to what extent available models capture the unique needs and characteristics of children and young people.
Six databases were systematically searched with relevant search terms in English and German. Of the n = 1492 publications identified, N = 1021 entered the abstract screening and N = 340 full-texts were screened for eligibility. A total of 30 articles, which defined or conceptualized generic health literacy for a target population of 18 years or younger, were selected for a four-step inductive content analysis.
The systematic review of the literature identified 12 definitions and 21 models that have been specifically developed for children and young people. In the literature, health literacy in children and young people is described as comprising variable sets of key dimensions, each appearing as a cluster of related abilities, skills, commitments, and knowledge that enable a person to approach health information competently and effectively and to derive at health-promoting decisions and actions.
Identified definitions and models are very heterogeneous, depicting health literacy as multidimensional, complex construct. Moreover, health literacy is conceptualized as an action competence, with a strong focus on personal attributes, while also recognising its interrelatedness with social and contextual determinants. Life phase specificities are mainly considered from a cognitive and developmental perspective, leaving children's and young people's specific needs, vulnerabilities, and social structures poorly incorporated within most models. While a critical number of definitions and models were identified for youth or secondary school students, similar findings are lacking for children under the age of ten or within a primary school context.
Zusammenfassung
Obwohl der Begriff der „Arbeit“ dem Begriff der „Sozialarbeit“, aber auch der „Sozialen Arbeit“ oder dem englischen „
social work
“ inhärent ist, ist Arbeit nur selten explizit ...Gegenstand wissenschaftlicher und fachlicher Auseinandersetzungen. Im vorliegenden Text wird den Anschlüssen an den Begriff der Arbeit in den vorliegenden Debatten in Bezug auf Sozialpädagogik und Soziale Arbeit nachgegangen.
The institutionalisation of education and care is a characteristic of modern society. In its current form, it has been shaped historically in the process of nation building as a part of public ...education and public social services. Thus, institutionalisation refers to specific forms of the arrangement of education and social pedagogy, which includes legalisation, organisation and professionalisation as main characteristics. This is how institutions shape pedagogical as well as practices of care and individual lives.
Zusammenfassung
In der Rubrik „Nachgefragt/Wiederentdeckt“ steht der Artikel „Bezahlte Nächstenliebe. Zur Struktur sozialpädagogischen Handelns“ (1984) von Thomas Rauschenbach im Zentrum eines ...wissenschaftlichen Gesprächs.
Im bundesdeutschen Kontext hat sich parallel und in Verschränkung zur sozialstaatlichen Armutsbekämpfung in der jüngeren Vergangenheit ein spendenbasiertes System der Armenhilfe etabliert: In der ...»neuen Mitleidsökonomie« geben Tafeln oder Kleiderkammern überschüssige Waren an eine wachsende Zahl bedürftiger Personen weiter. Millionen nutzen diese Angebote, um über die Runden zu kommen. So ist ein Schatten des Wohlfahrtsstaats entstanden, in dem Menschen auf die Spenden und das Mitleid Anderer angewiesen sind – ohne ein Recht auf verlässliche Hilfe zu haben.
Zusammenfassung
Im vorliegenden Beitrag wird argumentiert, dass der exakte Bedarf an sozialpädagogischen und sozialarbeiterischen Angeboten im Allgemeinen angesichts des konstitutiven Personenbezugs ...immer unbestimmt bleiben muss. Die Einsicht in diesen Sachverhalt sollte aber nicht davon abhalten, die mögliche systematische Bedarfserhebung zu realisieren – allerdings immer parallel und in Korrespondenz zur Analyse der Praxis fallbezogener Bedarfsfeststellung wie der selbstkritischen Reflexion im Kontext gesellschaftlicher Bedarfskonstruktion.
ZusammenfassungIm vorliegenden Beitrag wird argumentiert, dass der exakte Bedarf an sozialpädagogischen und sozialarbeiterischen Angeboten im Allgemeinen angesichts des konstitutiven Personenbezugs ...immer unbestimmt bleiben muss. Die Einsicht in diesen Sachverhalt sollte aber nicht davon abhalten, die mögliche systematische Bedarfserhebung zu realisieren – allerdings immer parallel und in Korrespondenz zur Analyse der Praxis fallbezogener Bedarfsfeststellung wie der selbstkritischen Reflexion im Kontext gesellschaftlicher Bedarfskonstruktion.
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