ABSTRACT
To examine the consequences of migration from a social pedagogical perspective, we must first establish the degree to which social pedagogy has a responsibility at all in this area and determine its special contribution to the definition of the problem of migration. We will do this first by explaining the concept of social pedagogy with reference to Paul Natorp's (J968) definition of the prerequisites for social pedagogical action. We will then compare this concept with a brief description of professional practice to provide concrete reference points for further debate. Rather than simply affirming such interventions, a social pedagogical perspective retains a critical stance and seeks to elucidate the problematic implications of narrowing social pedagogical practice down to a question of culture alone. Such criticism leads to the development of alternative perspectives on the problem of culture and their constructive use in a pedagogy of recognition.
