| Abstract [eng] |
The paper deals with the theoretical analysis of the power relations as an object of the social pedagogic in the context of psychopedagogical assessment. Hypothesis: power relations in the process of psychopedagogical assessment are unequal where the position of specialist is described as prevailing and parents remain passive hand of decision realization. The purpose of the paper is to reveal peculiarities of power relations in process of psychopedagogical assessment from positions of education participants (parents, school specialists and psychological pedagogical service (PPS) specialists) and also to define the role of social pedagogue as a power relation’s manager in this process. Data was collected by using semi structured qualitative interview and structured quantitative inquiry (questionnaire). Qualitative data were worked up by structured content analysis and described by using narrative research method. Quantitative data were worked up by using non-parameter Kruskal-Wallis test and descriptive statistics (percents). The participants of research were specialists from pedagogical psychological service (N= 171), specialists and pedagogues from mainstream schools (N=429) and parents from all Lithuania whose children were clients of PPS and went through psychopedagogical assessment (N=109). There were school specialists (N=40) and parents (N=40) who took part qualitative interview. The most important empirical conclusions that were drawn are: q Power relations always exist in interpersonal intercourse but they are damaging when they are unequal. This situation is visible in some aspects of psychopedagogical assessment when it comes to the point where roles of client and specialist are performed. q Mostly power relations are revealed in categories assessment as an analysis of demands of education participants, assessment as a analysis of child’s features, continuation of help from PPS. And least they are detected in the categories such as: PPS as recourse of an emotional support and competences. q Social pedagogue is potential manager of power relations, because he can perfectly perform such functions who are dedicated to him in frames of law such as coordination, information, methodical and others. q Hypothesis that power relations in psychopedagogical assessment process are unequal was proved, because power relations with higher influence mostly come form specialists and not from other participants (parents, school specialists). |
