Griet Verschelden

Urban public space and the construction of social life: a social-pedagogical perspective

This paper addresses the question of what meaning urban public space has in relation to the process of children’s socialisation. It builds on data from qualitative research into the social-pedagogical meaning of three contrasting neighbourhoods in the city of Ghent. In this research, the neighbourhood was studied as a social and spatial context in which particular socialising practices are constantly constructed and reconstructed through the everyday social actions and practices of people, including children, and hence influence the socialisation processes of children. The research shows that different patterns influence the strategies through which children learn to deal with issues like diversity, otherness and unpredictability in different ways, ranging from excluding this diversity from the everyday lifeworld, through enclosing oneself within one’s own social group, to learning through the everyday confrontation with diversity.

Positioning community art practices in urban cracks

This article addresses the position of community art practices and the role of practitioners in urban cracks. Community art practices raise possibilities for a reconceptualisation of the concept of community and an extension of the concept of art in public space. Urban cracks are conceptualised as spatial, temporal and relational manifestations of changing dynamics in the city, in which different logics and needs conflict. Urban cracks can be seen as tempting urban spaces for adult educators and artists because they have the possibility to challenge the consensus over living together in the city, to fuel collective learning processes and democratic moments and to make urban spaces more ‘public’. Therefore practitioners in community art need to make an investment in reading and analysing the social and spatial context of their work. In this view, community art practices position themselves as a contextualised praxis in the community: not only working in but also working with this context.

Working with volunteers in victim support: Mirror or camouflage?

We address the role of volunteers in victim support in regard to the growing issue of specialization. We argue for a generic basis of victim services and that working with volunteers and professionals holds chances and pitfalls. Volunteers can function as camouflage or as a mirror for professional social work.

Coming Up for Air: Exploring an Intergenerational Perspective on Social Work

From the late 1980s until now, scholars, educators and social workers have criticised the diminution of interest in the structural level of social problems. In this lament, former social work is beguiled, while critiques are targeted at the new generation of social workers. These critiques forewarn of important issues and problems, but at the same time they portray social work in a devolutionary way. It is argued that this one-sided debate conceals frictions between different generations of social workers. In reference to the work of Karl Mannheim, an intergenerational perspective is proposed that goes beyond nostalgic relishing of the past and calls on social work to actively engage with past remembrance and present evolutions.