How does the subject of social work (re)configure itself when culture and education move to the center of an excellent social pedagogical observation? What informative surprises can be expected, and how do cultural and educational theoretical vocabularies change when observed from a social pedagogical perspective? What does this reveal about social work as a scientific discipline? To answer these questions, the contributions in this volume analyze the various forms of access to culture and education, as well as their effectiveness for theory formation and research in social work. Culture and education are not only considered in their interrelated context but are also examined in their function as epistemic and epistemological starting and reference points that are currently gaining influence in social pedagogical research.