The Experts below are selected from a list of 594444 Experts worldwide ranked by ideXlab platform
Juha Hämäläinen - One of the best experts on this subject based on the ideXlab platform.
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Social Pedagogical Eyes in the Midst of Diverse Understandings, Conceptualisations and Activities
International Journal of Social Pedagogy, 2012Co-Authors: Juha HämäläinenAbstract:The concept of social Pedagogy consists of two parts. The principal term is ‘Pedagogy’ and the qualifying one is ‘social’. The word ‘social’ is used in different ways and contexts. Therefore, there are also many kinds of semantic interpretations of the concept of social Pedagogy. This paper discusses discrepancies of the concept of social Pedagogy, paying attention especially to different uses of the qualifying attribute ‘social’. Attention is paid to varieties of theoretical self-conceptions of social Pedagogy within the history of the concept.
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Social Pedagogy as an academic discipline in the family of social sciences : The finnish scenario
2005Co-Authors: Juha HämäläinenAbstract:The nature of social Pedagogy as an academic discipline is discussed from the point of view of the experiences on the development of social Pedagogy in Finland. Attention is paid especially to the position of social Pedagogy in the body of social sciences and its relation to social work. There are two universities in Finland, in which studies of social Pedagogy are offered and social Pedagogy is established as a discipline. In addition to this, study programmes based on the concept of social Pedagogy are developed in several polytechnics. However, there is no academic tradition in Finland based on the concept of social Pedagogy. Therefore, it makes sense to consider the rise of academic interest in the subject. In the short history of academic social Pedagogy in Finland, the most important themes of debate have been the content of the concept and the relation of social Pedagogy to social work. Social Pedagogy is defined in terms of theory and practice based on theoretical foundations of its own. It has been seen a discipline useful not only for one certain profession but for several professional groups. Thus, it has been developed as a dynamic entirety being composed of research, academic education and practical activities without special professional interests. This goes to show that social Pedagogy is not identified with social work like in some countries. A strong tradition of social work in Finland is connected with sociologically oriented social policy in theory as well as practice, and in a way with psychological theories as well. In relation to social work, social Pedagogy is viewed rather as a new theoretical approach than a parallel corresponding subject. In the family of social sciences, social Pedagogy plays a supplementing role. In theory and practice it deals with processes and problems of human development and education in terms of citizenship, social identity, life capacity, participation, and inclusion. It covers all the areas of social education having a foothold in all the fields and forms of early, youth and adult education.
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The Concept of Social Pedagogy in the Field of Social Work
Journal of Social Work, 2003Co-Authors: Juha HämäläinenAbstract:• Summary: Social Pedagogy is a virtually unknown concept and practice within the Anglo-Saxon world, yet it has considerable importance on the European mainland. This article provides an analysis of the concept of social Pedagogy from the point of view of social work. The analysis traces the intricacy of social Pedagogy by looking at its historical background and the different contexts in which the concept is used. • Findings: This analysis has been enormously influential in determining that identifying social Pedagogy too closely with social work may hinder the development of social Pedagogy as a discipline that forms a part of social work education. • Applications: The concept of social Pedagogy can be manifested in several national traditions and therefore used in different contexts. The combination of social and pedagogical points of view can be integrated in social work education, adopted to produce theoretical constellations to form a special branch of study and used to organize social help.
Xavier Úcar - One of the best experts on this subject based on the ideXlab platform.
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Working with Young People - Social Pedagogy and Socio-educational Work with Young People
Working with Young People, 2020Co-Authors: Xavier ÚcarAbstract:The literature on social Pedagogy has highlighted the difficulty for those in English-speaking contexts to gain a precise picture of social Pedagogy due to its relatively recent incorporation into social work in English-speaking countries, where Pedagogy has always referred to teaching–learning processes. In this chapter, social Pedagogy is introduced as a theoretical and methodological perspective to work with people of any age, but specifically with the young. The theoretical traditions of social Pedagogy in Europe and the diverse ways to professionalize in different countries are presented first. Next, the chapter analyzes the current characterization of social Pedagogy and the main issues still pending. The chapter concludes by presenting the principals of social Pedagogy when working with youngsters.
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Exploring different perspectives of Social Pedagogy: towards a complex and integrated approach
education policy analysis archives, 2013Co-Authors: Xavier ÚcarAbstract:Some characterizations describe social Pedagogy as a broad, complex, ambiguous and problematic concept that applies to very different things. This is due to the simplicity of the tools used to approach such a complex area. A change of perspective to interpret social Pedagogy as a hybrid and complex subject may transform the alleged deficiencies into strengths and promise. This paper provides elements that enable such a change. To this end, some misunderstandings regarding social Pedagogy are presented. These misunderstandings are scenarios and factors that have contributed (1) to the generation of inaccuracies and confusions about what social Pedagogy is, could, or should do, and (2) to the projection of an inconsistent and poorly defined image of social Pedagogy, i.e. a discipline without method and an ineffective and inefficient practice for solving social problems. The social Pedagogy that emerges from the six misunderstandings (cognitive, policy-related, scientist, action-related, normative and social) is complex. From the new perspective, it is more of a hybrid subject (a concept, a discipline and a practice) that is complex, open, dynamic and ever changing.
Courtney Crappell - One of the best experts on this subject based on the ideXlab platform.
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Teaching Piano Pedagogy - Planning the Presentation of Topics in Piano Pedagogy
Teaching Piano Pedagogy, 2019Co-Authors: Courtney CrappellAbstract:Chapter 2, “Planning the Presentation of Topics in Piano Pedagogy,” begins with an introduction to the topics commonly included in piano Pedagogy courses. It will be most useful to Pedagogy teachers who are designing, or redesigning, Pedagogy curricula. Topics in piano Pedagogy are framed within the following four large categories: (1) knowledge, (2) skills, (3) business concerns, and (4) research and perspectives in piano Pedagogy. After an introduction to the topics within each category, it includes suggestions for how Pedagogy teachers can adjust the scope of topics within their curriculum plan and also offers suggestions for planning course assignments.
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Teaching Piano Pedagogy - Guiding Creative Projects in Piano Pedagogy
Teaching Piano Pedagogy, 2019Co-Authors: Courtney CrappellAbstract:Chapter 8, “Guiding Creative Projects in Piano Pedagogy,” helps Pedagogy teachers lead students to select topics and prepare for creative projects. Rather than duplicate the information found in sources related to performing research in music education, this chapter contextualizes the information from research courses in relation to research in piano Pedagogy. It describes the research designs and methods that have been frequently applied to studies in piano Pedagogy and offers examples of publications as references. The information in this chapter helps Pedagogy teachers guide smaller projects, such as term papers, or larger projects, like theses and dissertations. The classroom exercises provided in this chapter guide students toward greater understanding of the types of publications available on the topic of piano Pedagogy, and they will help students begin selecting research topics and start their reviews of related literature.
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Teaching Piano Pedagogy - Toward a Definition of Piano Pedagogy
Teaching Piano Pedagogy, 2019Co-Authors: Courtney CrappellAbstract:Chapter 1, “Toward a Definition of Piano Pedagogy,” seeks to define the discipline of piano Pedagogy and describe its significance in preparing pianists for teaching careers. It begins with an outline of the historical emergence of Pedagogy as an academic discipline and the formation of practical teacher-training programs. It then describes how collaborations between faculties in music education and performance led to the growing popularity of piano Pedagogy coursework in the twentieth century. Finally, it seeks to demonstrate how studies in piano Pedagogy combine the knowledge and skills acquired through performance training with general knowledge about music and education to more fully prepare artists for careers in teaching.
Vishalache Balakrishnan - One of the best experts on this subject based on the ideXlab platform.
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Urban youth try drama: a Pedagogy of the real?
Pedagogy Culture and Society, 2017Co-Authors: Vishalache BalakrishnanAbstract:ISSN: 1468-1366 (Print) 1747-5104 (Online) Journal homepage: http://www.tandfonline.com/loi/rpcs20 Urban youth try drama: a Pedagogy of the real? Vishalache Balakrishnan To cite this article: Vishalache Balakrishnan (2016): Urban youth try drama: a Pedagogy of the real?, Pedagogy, Culture & Society, DOI: 10.1080/14681366.2016.1161039 To link to this article: http://dx.doi.org/10.1080/14681366.2016.1161039
Peter Moss - One of the best experts on this subject based on the ideXlab platform.
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Education and social Pedagogy: What relationship?
London Review of Education, 2019Co-Authors: Peter Moss, Pat PetrieAbstract:This article explores possible relationships between education and social Pedagogy. It begins by examining in more detail the theory and practice of social Pedagogy, and the profession of social pedagogue widely known in Continental Europe but much less so in the Anglophone world. It then explores some different meanings of education, before considering in more detail the concept of Bildung and its potential for interconnecting education and social Pedagogy. It is argued that the relationship between social Pedagogy and education depends on the meaning attached to education; and the article ends by considering some implications – for schools, other settings for children and young people, and for their workforces – of choosing a close relationship between education and social Pedagogy.
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Social Pedagogy and working with children and young people : where care and education meet
2011Co-Authors: Claire Cameron, Peter MossAbstract:1. Social Pedagogy: Current Understandings and Opportunities. Claire Cameron and Peter Moss, Thomas Coram Research Unit (TCRU), Institute of Education, University of London, UK. 2. Conceptual Foundations of Social Pedagogy: A Transnational Perspective from Germany. Gabriel Eichsteller and Sylvia Holthoff, ThemPra Social Pedagogy, Germany. 3. Diversity in Early Childhood Education: A Matter of Social Pedagogical Embarrassment. Michel Vandenbroeck, Filip Coussee, Lieve Bradt and Rudi Roose, Ghent University, Belgium. 4. Interpersonal Communication: The Medium for Social Pedagogic Practice. Pat Petrie, Centre for Understanding Social Pedagogy, Institute of Education, University of London, UK. 5. Social Pedagogy as Relational Dialogic Work: Competencies in Modern Society. Inge M. Bryderup and Anna Kathrine Frorup, University of Aarhus, Denmark. 6. The Supportive Relationship in 'Public Care': The Relevance of Social Pedagogy. Janet Boddy, TCRU, UK. 7. Communication and Conflict: An Important Part of Social Pedagogic Relationships. Stefan Kleipoedszus, TCRU, UK. 8. Understandings of Danish Pedagogical Practice. Jytte Juul Jensen, VIA University College, Denmark. 9. Early Childhood Education in Reggio Emilia and Social Pedagogy: Are they Related? Peter Moss. 10. Radical Democratic Education and Emancipatory Social Pedagogy: Prolegomena to a Dialogue. Michael Fielding, Institute of Education, University of London, UK. 11. Social Pedagogy: Future Directions? Peter Moss and Claire Cameron. Contributors. Index.
