Den synliggjorte pædagog - Viden, styring og produktionen af pædagogisk identitet.

This article is based on an empirical study of specific interaction between social pedagogues and administrators in their efforts to
visualise the pedagogical work of the daycare centre. The objective of this study is to show that visualisation is not a process which creates a more or less pure depiction of a pedagogical essence. The author believes that the requirement for knowledge and generation of knowledge as part of the visualisation is in itself an expression of management control.

The visualisation task is recognised as an aspect that helps develop the professional competence of the social pedagogue. At the same time, the common acceptance of development as a meaningful relationship seems to come into play in relation to what is meaningful to produce knowledge about. According to the author, it is about opening a discussion about the imperceptible processes that take place in new management initiatives, which have visualisation as focal point, and what it does about the relationships that are captured in this knowledge production.

This study is designed as a case study of a contract management action between a daycare centre and a municipal child administration. Qualitative data collection has been carried out, consisting of observations of five meetings of 1½ to 2 hours between social pedagogues (deputy managers and managers) and administrators from the child administration. Conversations were recorded during the meetings, so that the author could focus on other aspects than just the speech in his/her observations, including the facial expressions and body language of participants.  

Plum, M. (2009). Den synliggjorte pædagog - Viden, styring og produktionen af pædagogisk identitet. Nordic studies in education, 29(4), S. 325-337.