Профессионализация социальной работы в России (на примере специалистов по социальной работе)
The article is concerned with research of the social work profession in Russia in the context of the new Weberian approach to the profession sociology. The author reviews researches of the social sphere professions which deal with the government and the clients in the contemporary Russia.
In this issue we present a range of papers about current issues and developments in social work and welfare in Russia. In the Soviet era official state policy did not recognise the existence of social problems so social work was ‘not needed’ in the USSR, a situation which existed to varying degrees in other countries under state socialism (Iarskaia-Smirnova, 2013). The disciplines of sociology and psychology (which could form a basis for critical thinking and professional interventions) were eliminated from university curricula, except in forms which accorded with the dominant political view, and dissent was repressed. There have been major changes in political thinking, societal attitudes and welfare developments since perestroika started in 1985, and particularly since 1991 when the Soviet Union was dissolved, Russia then became open to relationships with western powers and capitalist economic thinking. However, Russia remains a considerable independent power with a distinct history and culture. In this editorial we give a brief overview of the historical and other contextual factors which are informing the particular nature and direction of current developments, some aspects of which are described in the articles.
Social Workers Affecting Social Policy is the first book to undertake a cross-national study of social worker engagement in social-policy formulation processes. At its core, it asks how social workers influence social policy in various national settings. It offers insights into social worker involvement in policy change, the social work discourse, and education in different countries. It will be of interest to social work practitioners, students, educators, and researchers, as well as to social-policy scholars.
This article outlines a range of the general and the unique features of the social work’s development in Russia. It explores the historic context of Soviet rule and period of transition, describes the postsocialist development of social services as well as establishment of social work as an occupation in early 1990s, and concludes by tracing general trends in the development of social work.
Management in Russia is as difficult to define as a profession as it is in other countries, and the question of what education is appropriate for a future manager is also difficult to define. Business schools in russia need to think more carefully about their curriculums and about what they should be preparing their students for.
Ein Weltatlas Soziale Arbeit weckt Assoziationen und Erwartungen an kartografische Überblicke (Spillmann 2007, S. 155ff.). Wer 2013 auf den Internetseiten von tagesschau.de herumsurft, findet ebenfalls einen Link mit dem Titel ‚Weltatlas‘. Dahinter verbirgt sich eine Weltkarte, in der sich beim Anklicken differenzierte Informationen über die Länder sowie politischen Ereignisse in den ausgewählten Regionen finden lassen. Hätten wir diesen Anspruch an den vorliegenden ‚Weltatlas Sozialer Arbeit‘, so wäre es ein unverschämtes Projekt; denn insgesamt liegt kein ausreichendes Wissen zur Sozialen Arbeit in den unterschiedlichen Regionen dieser „Welt“ vor, damit ein Buch diesem Anspruch – wörtlich genommen – auch nur in Ansätzen gerecht werden könnte. Die internationale und transnationale Forschung zur Sozialen Arbeit lässt entsprechend gar keine lexikalische Vermessung Sozialer Arbeit zu. Es würde immer nur ein blasses Abbild dieser Welt bleiben. Dennoch haben wir uns für diesen Titel entschieden und dies aus zweierlei Gründen: Zunächst sehen wir den Titel als Aufruf, sich stärker auch in der hiesigen Forschung mit internationalen und transnationalen Zugängen in der Sozialen Arbeit auseinanderzusetzen. Darum haben wir uns nicht gescheut, in der Mehrzahl Wissenschaftlerinnen und Wissenschaftler anzusprechen, die in der deutschsprachigen Forschung in den vergangenen Jahren zu ausgewählten Zugängen Sozialer Arbeit zu unterschiedlichen Regionen oder in transnationalen sowie internationalen Perspektiven geforscht haben. Wir haben aber auch den Begriff ‚Weltatlas‘ gewählt, um den Leserinnen und Lesern zu zeigen, wie und dass gegenwärtig in „unseren“ sozialpädagogischen Welten Zugänge der Sozialen Arbeit diskursiv zusammen mit Verortungen in unterschiedliche Weltregionen hergestellt werden und in der Sozialen Arbeit vielfältige Grenzarbeit (Schröer/Schweppe 2013) geleistet wird.
It is argued that Weberian concepts such as 'charisma of reason' and 'patrimonial bureaucracy' can be applied to the Soviet system at different stages of its evolution. Neo-Weberian theories which are not based directly on Weber's ideas can also be relevant for the study of Soviet society. But theoretical approaches of historical sociology should be complemented with more empirically oriented social history of the Soviet period.
Several approaches to the concept of fatherhood present in Western sociological tradition are analyzed and compared: biological determinism, social constructivism and biosocial theory. The problematics of fatherhood and men’s parental practices is marginalized in modern Russian social research devoted to family and this fact makes the traditional inequality in family relations, when the father’s role is considered secondary compared to that of mother, even stronger. However, in Western critical men’s studies several stages can be outlined: the development of “sex roles” paradigm (biological determinism), the emergence of the hegemonic masculinity concept, inter-disciplinary stage (biosocial theory). According to the approach of biological determinism, the role of a father is that of the patriarch, he continues the family line and serves as a model for his ascendants. Social constructivism looks into man’s functions in the family from the point of view of masculine pressure and establishing hegemony over a woman and children. Biosocial theory aims to unite the biological determinacy of fatherhood with social, cultural and personal context. It is shown that these approaches are directly connected with the level of the society development, marriage and family perceptions, the level of egality of gender order.
This book contains the proceedings of the 4th International Conference on Computer Supported Education (CSEDU 2012) which was organized and sponsored by the Institute for Systems and Technologies of Information, Control and Communication (INSTICC) and technically co-sponsored by SPEE (Portuguese Society for Engineering Education), IGIP (International Society for Engineering Education), ROLE (Responsive Open Learning Environments) and IFIP TC3 (International Federation for Information Processing - Technical Committee 3 - ICT and Education).
CSEDU has become an annual meeting place for presenting and discussing learning paradigms, best practices and case studies that concern innovative computer-supported learning strategies, institutional policies on technology-enhanced learning including learning from distance, supported by technology. The Web is currently a preferred medium for distance learning and the learning practice in this context is usually referred to as e-learning or technology-enhanced learning. CSEDU 2012 is expected to give an overview of the state of the art in technology-enhanced learning and to also outline upcoming trends and promote discussions about the education potential of new learning technologies in the academic and corporate world.
This conference brings together researchers and practitioners interested in methodologies and applications related to the education field. It has five main topic areas, covering different aspects of Computer Supported Education, including "Information Technologies Supporting Learning", "Learning/Teaching Methodologies and Assessment", "Social Context and Learning Environments", "Domain Applications and Case Studies" and "Ubiquitous Learning". We believe the proceedings, demonstrate new and innovative solutions, and highlight technical problems in each field that are challenging and worthwhile.
CSEDU 2012 received 243 paper submissions from 58 countries in all continents. A double-blind review process was enforced, with the help of the 297 experts who are members of the conference program committee, all of them internationally recognized in one of the main conference topic areas. Only 29 papers were selected to be published and presented as full papers, i.e. completed work (10 pages in proceedings / 30' oral presentations). 73 papers, describing work-in-progress, were selected as short papers for 20' oral presentation. Furthermore 37 papers were presented as posters. The full-paper acceptance ratio was thus 12%, and the total oral paper acceptance ratio was less than 42%. These ratios denote a high level of quality, which we intend to maintain and reinforce in the next edition of this conference.
The high quality of the CSEDU 2012 programme is enhanced by three keynote lectures, delivered by distinguished guests who are renowned experts in their fields, including (alphabetically): Joseph Trimmer (Ball State University, United States), David Kaufman (Simon Fraser University, Canada) and Hugh Davis (University of Southampton, United Kingdom).
For the fourth edition of the conference we extended and ensured appropriate indexing of the proceedings of CSEDU including DBLP, INSPEC, EI and Thomson Reuters Conference Proceedings Citation Index. Besides the proceedings edited by SciTePress, a short list of papers presented at the conference will be selected for publication of extended and revised versions in the Journal of Education and Information Technologies. Furthermore, all presented papers will soon be available at the SciTePress digital library.
The conference is complemented with two special sessions, focusing on specialized aspects of computer supported education; namely, a Special Session on Enhancing Student Engagement in e-Learning (ESEeL 2012) and a Special Session on Serious Games on Computer Science Learning (SGoCSL 2012).
Building an interesting and successful program for the conference required the dedicated effort of many people. Firstly, we must thank the authors, whose research and development efforts are recorded here. Secondly, we thank the members of the program committee and additional reviewers for their diligence and expert reviewing. We also wish to include here a word of appreciation for the excellent organization provided by the conference secretariat, from INSTICC, who have smoothly and efficiently prepared the most appropriate environment for a productive meeting and scientific networking. Last but not least, we thank the invited speakers for their invaluable contribution and for taking the time to synthesize and deliver their talks.