social work; social education; inequality; teaching; disadvantaged children

The aim of the chapter is to map the education setup in the area of inequality for professionals working with disadvantaged children in the Czech Republic. Social work and social pedagogy with disadvantaged children are currently mainly the work with children living in a disadvantaged sociocultural background that can be characterized as “multi-problem” or at risk. Despite this, the Czech Republic lacks a systematic and integrated approach to the education of (future) professionals on the topic of inequality. Through a thematic analysis of research carried out in the area of inequality education provided to professionals working with disadvantaged children, we have mapped the basic characteristics of the education setup in the legally regulated and unregulated field of helping professions, i.e., in social work and social pedagogy. The results of the analysis show that inequality education rests more on the creativity of individual teachers and lacks its uniform paradigmatic anchorage and ability to respond to practical problems (linking know-that and know-how). Based on the performed analysis, recommendations for innovations in education are described.

The aim of the chapter is to map the education setup in the area of inequality for professionals working with disadvantaged children in the Czech Republic. Social work and social pedagogy with disadvantaged children are currently mainly the work with children living in a disadvantaged sociocultural background that can be characterized as “multi-problem” or at risk. Despite this, the Czech Republic lacks a systematic and integrated approach to the education of (future) professionals on the topic of inequality. Through a thematic analysis of research carried out in the area of inequality education provided to professionals working with disadvantaged children, we have mapped the basic characteristics of the education setup in the legally regulated and unregulated field of helping professions, i.e., in social work and social pedagogy. The results of the analysis show that inequality education rests more on the creativity of individual teachers and lacks its uniform paradigmatic anchorage and ability to respond to practical problems (linking know-that and know-how). Based on the performed analysis, recommendations for innovations in education are described.