Juridik som redskap för handlande
– kritisk pedagogik i juridikundervisning vid socionomutbildningar
DOI:
https://doi.org/10.64098/SVT.2025.32.2.55593Keywords:
Critical pedagogy, Legal education, Social work education, Law in social work, Professional agency, Praxis, Legal method, Curriculum designAbstract
This article presents a reflective analysis of how university teaching can be designed in dialogue with the principles of critical pedagogy. Based on a concrete course development process at the University of Gothenburg, the article explores how concepts such as praxis, problem-posing dialogue, and conscientization can inform teaching practices, assessment formats, and course design in a legal education context for social work students. The article intervenes in a research landscape where law is frequently depicted as norm-governed and technocratic, and where legal education is rarely addressed as a pedagogical practice within the field of critical pedagogy. Through theoretically informed practice reflection, the essay examines how law’s role in social work can become a site for critical reflection, dialogical learning, and professional agency. Special attention is paid to the tensions that emerge between pedagogical ideals and institutional constraints, and to how these can be navigated without undermining the transformative ambitions of critical pedagogy. The article contributes both to scholarship in critical pedagogy and to the development of legal education within professional programmes in social work.
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