Participation in Social Work and Pedagogy
Theory, Research and Practice
Juliane Noack Napoles (Volume editor)
Summary
Excerpt
Table Of Contents
- Cover
- Title Page
- Copyright Page
- Contents
- List of Figures and Tables
- Preface
- Foreword—Participation in the Anthropocene (Christoph Wulf)
- Part I Understanding Participation: Theoretical and Conceptual Foundations in Social Work and Pedagogy
- 1. About Participation (Gerd E. Schäfer)
- Introduction
- An Example
- Learning Through Participation
- Further Clarifications
- Lock and Key
- Power and Recognition
- Participation and Foreignness
- Power and Participation
- Learning Through Participation—An Example
- Participation Requires a Skill
- From Recognizing to Being Able to Do
- Learning With Models
- Consequences for Educational Science
- Conclusion
- Bibliography
- 2. An Essay on the Meaning of Participation—Three Theses (Juliane Noack Napoles)
- Thesis 1: Participation Becomes Thematic When Wholeness Becomes Fragile
- Thesis 2: Participation Requires an Ideal That Justifies Its Object
- Thesis 3: Dialogue Is the Fundamental Principle for (Teaching) Participation
- Conclusion
- Bibliography
- 3. Self-Organization as Change of Practice: Diverse Challenges in the Further Development of Participation in the German Child and Youth Strengthening Act (Karsten König & Ken Mertens)
- Self-Advocacy in Child and Youth Welfare
- Self-Organization in a Diffuse Field
- Participation and Negotiation
- Concluding Perspectives
- Bibliography
- 4. Around Participatory Social Work. (Re)definition of the Role of Service Users in the Process of Helping and in Education for Social Work (Małgorzata Ciczkowska-Giedziun & Magdalena Dymowska)
- Introduction
- The Context of the Development of Participatory Social Work in Poland
- (Re)definition of the Role of the Social Service Users
- Participation of Service Users in the Process of Social Work Education—An Area to Be Developed
- Conclusions
- Bibliography
- 5. Participation, Coproduction and Social Reintegration (Sorina Poledna)
- I. Participatory Perspective and Coproduction
- II. Coproduction for Social Reintegration and Desistance
- III. The Rehabilitative and Reintegrative Potential of Coproduction
- Conclusions
- Bibliography
- 6. Participation as Illusion of Human Equality or Anthropological Reflections on an Illusory Phenomenon (Diana Lohwasser)
- Participation and Methexis
- Humans and Non-Humans
- Inclusion and Exclusion—Equality and Inequality
- Emancipation and Vulnerability
- Conclusion
- Bibliography
- Part II Exploring Participation: Research Approaches, Methods, and Key Findings in Social Work and Pedagogy
- 1. Harvesting Solidarity. A Participatory Multimodal Approach to Romanian Seasonal Workers’ Experience (Ileana Gabriela Szasz & Elena Trifan & Mădălina Muscă)
- Introduction
- Multimodality as a Methodology in Researching Romanian Seasonal Worker’s Experiences
- Ethical Considerations
- Data Collection Methods and Sources
- Social Media Interactions
- The Construction of a Multimodal Text About Romanian Seasonal Workers
- Conclusions
- Bibliography
- 2. Doing Engaged Anthropology Among the Urban Poor— The Intricate Ethics of Research at the Margins (Irina Zamfirescu)
- Introduction
- Methodology
- Symbolic and Direct Violence Against the Urban Poor
- Doing Engaged Anthropology Among the Urban Poor
- Democracy on an Empty Stomach
- Navigating the Intricate Relation Between the Urban Poor and Urban Bureaucrats
- Final Remarks: Delivering Empowerment Is the Hardest Thing Yet to Be Delivered
- Bibliography
- 3. The Everyday Realities of Young Refugees in the Context of Forced Migration. A Photovoice Study With Ukrainian Adolescents (Florina Pop & Alina Bărbuță)
- Introduction
- Ethical Considerations in Participatory Research With Children and Young People
- The Photovoice Method
- Background
- Methods
- Participants
- Procedure
- Ethical Considerations
- Data Analysis
- Results
- Support and Resources in Managing Everyday Life
- Identity in Context
- Relevance of National Belonging
- Self-Perception as an Outsider
- “Lyuli, Lyuli, Lyuli.” The Photography Exhibition
- Discussion and Conclusion
- Bibliography
- Part III Enacting Participation: Policies, Programs, and Practices in Social Work, Social Policy, and Pedagogy
- 1. Apocalypse Now. How a Little Known German Author Is Shaping the Anti-LGBT Movement in Romania (Vlad Levente Viski)
- Introduction
- Literature Review
- Methodology
- Context
- Gabriele Kuby. A Biography
- Sapientia Publishing House in Iași. Gabriele Kuby in Romania
- The Dangers of Gender Ideology
- What Is Gender Ideology? The New Gender Human
- The Theoretical Foundations of Gender Ideology
- The 1968 Student Riots and Judith Butler
- The European Union as the Main Driver of Change
- UN and the Yogyakarta Principles
- Conclusions
- Bibliography
- 2. Achieving Participation Within the Framework of Intra-EU Mobility. Looking at Romanians in Germany Through the Lens of Social Work Practice (Doinița Grosu)
- Participation in Theory—Laws and Discourses
- Participation in Practice—Challenges and Strategies
- Conclusions
- Bibliography
- 3. Negotiating Participation: Power Asymmetries in Migration Counseling for Precarious EU Citizens in Germany (Cătălin Buzoianu)
- Migration Counselling as Policy Intervention
- The Social Rights of Romanian Workers
- Conclusion
- Bibliography
- 4. Participation of the Victim of Human Trafficking in the Process of Social Reintegration (Luiza Vlaicu, Laurențiu Dincă & Ana-Maria Cordun)
- Introduction
- Methodology
- Case 1
- Case 2
- Case 3
- Case 4
- Conclusions
- Bibliography
- Part IV Teaching Participation: Integrating Participatory Approaches in the Education and Training of Social Workers and Educators
- 1. Projeto Rondon Monas: Youth for Community Development (Mônica Abranches)
- Introduction
- Project Rondon® Minas in the Trash and Citizenship Program
- Work In the Trash and Citizenship Program
- Final Considerations
- Bibliography
- 2. Enhancing Student Engagement and Participation Through Digital Literacy: Social Work Education in the Digital Age (Alina Bărbuță)
- Introduction
- Digital Literacy and Digital Competencies— Conceptualization
- Research Methodology
- Method
- Data Collection and Analysis Procedure
- Results
- ARACIS Standards
- Education Plan
- Conclusion
- Bibliography
- 3. Student Participation in European Higher Education: Between Status and Habitus (Aurora Carmen Bărbat)
- Introduction
- Research Design and Method
- The European Higher Education Area (EHEA)
- EHEA. General Structure
- EHEA. Students’ Representation (With Focus on Relevant Institutions and Events)
- Discussions and Recommendations
- Bibliography
- 4. Perspectives of Social Work Students Regarding Participation in Field Placement During the COVID-19 Pandemic (Loredana Marcela Trancâ)
- Introduction
- Research Context
- Methodology
- Results
- Description of Practical Experience During The Pandemic
- Challenges and Barriers Regarding the Experience of Participating in the Field Placements
- Field Placements Experience Opportunities
- Reflections on Potential Improvements Regarding Student Participation in Field Placements
- Discussion and Conclusions
- Bibliography
- 5. Reconsidering the Perception of “Participation” Shaped by Japan’s Group Psychology of “Bokashi”: Based on the Example of School Music Classes Implementing Inclusive Education (Yûji Ozaki)
- Issues in Class Practice in Japan Regarding “Participation” Brought About by a Shift in the View of “Academic Ability”
- The Introduction Of Competency-Based Curriculum Brings About A Double Bind
- The Collective Consciousness of Japanese People Often Assesses “Participation” Based on Whether It Conforms to What “Everyone” Else Is Doing.
- The Double Bind Arising From Educational Policies Striving to Conform to Global Trends
- Revisiting the Subject of “Participation” from the Curriculum to the Students
- Introducing Language-Based Activities for Critiquing Music in the Learning Process of Music Education
- Introduction of Measures for People with Disabilities to Increase the Number of “Participants” Among Children
- “Obscure” Japanese-Style Communication That Is Difficult for People With Intellectual Disabilities to Understand
- Summary: Strategies for Development Through “Unified Context”
- Future Challenges
- Bibliography
- 6. Professional Education for Participatory Social Work (Ewa Kantowicz)
- Academic Education as an Important Factor of Professionalization of Social Work
- Participatory Concepts in Social Work
- Professional Activities Based on Participatory Models of Social Work
- Conclusion
- Bibliography
- Notes on Contributors
Figures and Tables
Figure 1: Dimensions of the § 4a SGB VIII
Figure 2: Self-organization and participation in context
Figure 3: Irina Zamfirescu. Photo of one of the informal settlements
Figure 4: Irina Zamfirescu. Photo of one of the informal settlements
Figure 5: Friendship: Picture presenting friends spending time together
Figure 6: The empty bus: The picture was taken when a participant traveled alone to the city for the first time
Figure 7: The exhibition poster
Figure 8: Project Rondon ® Minas collection. Mobilization activities in Carmo da Cachoeira
Figure 9: Project Rondon ® Minas collection. Social mobilization activities in Rio Acima—MG
Figures 10–11: Project Rondon ® Minas collection. Diagnosis of waste pickers in Montes Claros
Figure 12: Project Rondon ®Minas collection. Activity with children in Carmo da Cachoeira about selective collection
Figure 13: Project Rondon ®Minas collection. Activity with health agents in Paracatu on selective waste collection
Figure 14: Explanatory model of the concept of Digital Literacy
Figure 15: Digital competence areas included in DigComp 2.2 and the specific competencies of these areas
Figure 16: Frequency distribution of the five areas of digital competencies
Figure 17: EHEA structure
Figure 18: Legislation ensuring a minimum level of student participation in EHEA countries (%)
Figure 19: Satisfaction with the enactment of legislation (%)
Figure 20: Main barriers in students’ involvement in QA processes (%)
Figure 21: Student’s integration in the higher educational system
Figure 22: How should I tell the crew to jump in?
Figure 23: Multilevel focus for gaining access to the general curriculum
Figure 24: Social worker as a subject in multidimensional area of social activity
Table 1: Socio-demographic profile of the participants
Preface
This volume emerged from the international conference “Participation in Social Work. Theory, Research and Practice,” held in Cottbus from June 1 to June 3, 2023. The conference served as both a gathering of scholars and practitioners from across the world and a starting point for a deeper, collaborative exploration of what participation means in contemporary social work.
Our goal with this book is to continue the discussions that began during that event—conversations shaped by a shared interest in rethinking participation beyond simplified notions of co-determination. Participation, as we understand and seek to explore it here, must be conceived as more than the ability to choose from externally set options. It is a practice that requires perception, co-operation, and mutual understanding—and one that must be sensitive to the needs, capacities, and rights of all involved. This holds true for children and adults alike, across personal, institutional, and societal levels.
Participation is therefore not merely a method but a complex relational and ethical process, one that sits in productive tension with structures of power, representation, and inclusion. It demands attention at every level of social work: from theory and research, to education, policy, and practical application.
We are particularly proud of the international and interdisciplinary character of this publication. The authors come not only from Germany, Poland, Austria, Romania, Brazil, and Japan, but also from a range of academic and professional backgrounds—including social work, anthropology, sociology, and education. This diversity reflects the multifaceted reality of participation and highlights the strength of social work as a field that bridges disciplines and countries and engages with complex, real-world issues.
We would like to express our sincere thanks to the Department for Equal Opportunities at BTU Cottbus-Senftenberg, whose financial support made this publication possible. Their trust in this project and their commitment to inclusive academic exchange were essential to bringing this book to life.
Our heartfelt thanks also go to the peer reviewers, whose thoughtful and constructive feedback was of great value throughout the editorial process. Their expertise and care helped strengthen the quality and clarity of the contributions and supported the academic integrity of this volume. Thanks to Liane Pluto, Sebastian Rahn, Helza Ricarte Lanz, Anne Pesch, Sangeeta Fager, Jens Schneider, Lea Giulia Reiss, Marie-Therese Haj Ahmad, Christiane Arndt, Nina Jann, Ludger Kowal-Summek.
Thanks to Minor for the permission to use their picture as the cover image.
A special thanks goes to Luisa Reischauer, who organized and supported the conference with exceptional dedication and commitment. She also coordinated the publication process of this book with the same precision and passion. We extend our heartfelt gratitude to her for this!
The conference and this resulting publication are part of the DAAD HAW-funded project “HAW International,” implemented in the field of social work at BTU Cottbus-Senftenberg from late 2019 until fall 2023. The project has played a crucial role in enabling international dialogue and collaboration in social work research and education.
We are pleased to now share this volume as a continuation of that dialogue—and we hope it inspires further critical thinking and collective action toward participatory approaches in social work.
Doinița Grosu, Bucharest/Romania, March 2026
Juliane Noack Napoles, Cottbus/Germany, March 2026
Editors
Foreword—Participation in the Anthropocene
The meaning of “participation” is not immediately clear, since, depending on the context, the term can relate to different social actions. This is both its strength and its weakness. It is the task of democratic societies to develop extensive opportunities for people to participate, and indeed many problems of the Anthropocene can only be successfully addressed through participation. Participation means the involvement of a part in a whole, and here it is the involvement of individual people, communities and societies in shaping life on the planet. My aim here is to reveal the difference between the particularity of a part (people, communities and societies) and the universality of the whole (life on the planet). The tension between the two poles cannot be eliminated, but it can be shaped through dialogue and exchange between the particular and the universal. Participatory action is becoming increasingly important in dealing with problems, and the participation of as many people as possible forms an important prerequisite for overcoming the negative effects of anthropogenic developments. The Anthropocene is characterized by the fact that there are hardly any areas of the planet that are not affected by human activities. In order to discuss the role of participatory behavior today, it is first necessary to consider some of the characteristics of the Anthropocene.
In his essay “Die Zeit des Weltbildes” (1938), Heidegger saw a central characteristic of modernity in the fact that human beings encounter the world as an object and perceive the world as image and in images. Human beings no longer see themselves as part of the physical world (physis), as in antiquity, or as part of the Creatio Dei, as in the Middle Ages. Instead, human beings encounter nature by perceiving it as an object to be used according to their interests. In the Anthropocene, this attitude toward nature and the world has intensified. Many problems are the result of this fundamental attitude toward nature and the world. Examples include climate change, the destruction of biodiversity, the disruption of biogeochemical cycles, the pollution of the planet and the consumption of non-renewable resources. These developments are a result of this basic human attitude in which there is little room for participation.
In the Anthropocene humans see the world, of which they are a part, as an ensemble of objects that they can use unconditionally for their own interests. It is largely forgotten that humans are part of nature, the world and the planet. The suppression of this insight has led to many negative effects on the living environment of humans, animals and plants. In the twentieth and twenty-first centuries new inventions have led to extensive changes in human life. Just think of the acceleration of all areas of life that was unimaginable two hundred years ago, the development of media, digitalization and artificial intelligence, as well as the creation of nuclear energy and the resulting possibilities for destroying the planet.
The increasing reification of nature, people and our own lives was seen early on by the Frankfurt School. Since then, these developments have become even more intense. However, strategies were also developed in the Anthropocene to counteract this development. These include the development of the 17 Sustainable Development Goals by the global community of states in 2015. Their areas and tasks can be memorably described as planet, people, peace, prosperity and participation.
“Participation” refers to planetary practices that are based on human rights and counteract reification with its implicit power relations. It is a socially and politically important behavior aimed at inclusion. Participation characterizes an increasingly important relationship to nature, animals, other people and oneself. In order to counteract the destructive tendencies of a capitalist modern age, a comprehensive development of participatory behavior and action is required.
The development of participatory action and behavior is a central task of education and political behavior in democracies, involving a behavior toward nature, other people, animals and plants that is not exclusively oriented toward use. It is necessary to at least partially correct the division between nature and culture, nature and human beings, that has arisen in the modern age must be overcome—partially at least. A critical understanding of the Anthropocene requires the realization that nature and culture are inextricably interwoven. This means that humans are not only confronted with nature as an object; they are themselves part of nature. With its extensive heritage programs, UNESCO has attempted to promote this insight, engendering a new understanding of human beings and the planet with the help of an expanded concept of culture. The most important programs include: the World Heritage Convention of 1972, the Convention for the Safeguarding Intangible Cultural Heritage of 2003, the Resolution of Memory of the World of 1999 and the international agreements on the promotion of geoparks and biosphere reserves. All programs try to make clear that human heritage includes not only culture, but also nature, which must be cared for. These planetary programs demonstrate how important these new forms of participation are with regard to nature, culture, society and education.
Participation in education, culture and politics aims to reduce structures of violence and develop new forms of understanding and participatory action. At the heart of participatory behavior is a relationship of mutual “similarity.” The idea is to better understand people, animals and plants with the help of mimetic processes, which involve holding back one’s own views and interests and opening up to the otherness of nature, the world and people. In these processes, a non-violent “appropriation” of the other takes place through mimetic “resemblance.” This expands the range of experience. Other people, experiences of nature and cultural assets broaden our horizon and, as “part” of the imaginary, lead to an enrichment that would not come about by centering on subjectivity and egocentricity. Dealing with the other in this way also involves a sensitive handling of emerging conflicts. Participation as outlined here is based on human rights. It implies an ethical, but also an aesthetic behavior in which the perception and respect of others is required.
Details
- Pages
- XII, 330
- Publication Year
- 2026
- ISBN (Hardcover)
- 9783631926055
- ISBN (PDF)
- 9783631926062
- ISBN (ePUB)
- 9783631926987
- DOI
- 10.3726/b22364
- Language
- English
- Publication date
- 2026 (May)
- Keywords
- clients' agency students' participation participatory research practical relevance international and interdisciplinary educational science social work participation
- Published
- Berlin, Bruxelles, Chennai, Lausanne, New York, Oxford, 2026. xii, 330 pp., 20 fig. col., 4 fig. b/w, 1 tables.
- Product Safety
- Peter Lang Group AG
Biographical notes
Doinița Grosu (Volume editor)
Juliane Noack Napoles (Volume editor)
Doinița Grosu has coordinated the integrated German-Romanian degree program in Social Work at BTU Cottbus-Senftenberg since 2017, where she has also been pursuing her doctorate in the history of social work in Romania since 2020. She has over ten years of practical experience as a social worker in both Romania and Germany. Juliane Noack Napoles has been Professor of Educational Science at the BTU Cottbus-Senftenberg since 2020. Studied social pedagogy, education and economics in Germany and Sweden, 2005 PhD, 2005-2008 postdoc in Brazil, 2008-2020 Lecturer at the University of Cologne/Germany.
