The Experts below are selected from a list of 74994 Experts worldwide ranked by ideXlab platform
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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Social Pedagogy in the World Today: An Analysis of the Academic, Training and Professional Perspectives
The British Journal of Social Work, 2019Co-Authors: Àngela Janer Hidalgo, Xavier ÚcarAbstract:Abstract We present a study of Social Pedagogy from a comparative perspective with the aim of offering an international overview of the current status of Social Pedagogy in the world. The lack of a universal conceptual definition for the term causes epistemological confusion and inaccuracy and has led to the emergence of multiple polarised perspectives on the concept in different contexts. Our study analyses the current situation from the academic, training and professional viewpoints, with the aim of developing a series of indicators to construct an updated, global and integrated view of Social Pedagogy. Each of these three visions forms a phase of research and uses a specific methodology: the academic perspective (qualitative methodology with the Delphi method), the training perspective (quantitative methodology with a statistical analysis) and the professional perspective (qualitative methodology with semi-structured interviews). Based On the triangulation of all results in different phases, our principal findings define the main dimensions of Social Pedagogy: contextual, historical, epistemological, functional, professional, methodological, normative and ethical and political. It also confirms that it is possible to define a theoretical, transdisciplinary and international common ground on Social Pedagogy and describe the specific features characteristic of each context.
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An international comparison: Social Pedagogy training:
Journal of Social Work, 2018Co-Authors: Àngela Janer, Xavier ÚcarAbstract:SummaryThis study adopts a comparative perspective to present a descriptive analysis of the state of Social Pedagogy training at universities in different countries. It arises out of an interest to construct a global, current and integrated perspective of Social Pedagogy. The study uses a quantitative methodology to analyse the content of Social Pedagogy curricula based on the principal dimensions that shape them, which have been defined by academic experts in previous search (Janer & Ucar, 2016).FindingsThe results indicate that in most of the universities analysed Social Pedagogy is a subject within other Social and educational science studies rather than a degree or specialization in its own right. There is coherence between what the academic experts point out and the specific content of university studies in Social Pedagogy as regards the political, ethical and Social dimension of the context and, regarding the varied scope of intervention and use of methodologies. However, the epistemological, profes...
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Analysing the dimensions of Social Pedagogy from an international perspective
European Journal of Social Work, 2016Co-Authors: Àngela Janer, Xavier ÚcarAbstract:ABSTRACTOver recent years, Social Pedagogy has emerged or undergone transformation processes in many countries, justifying the need to understand how it is being shaped and transformed throughout the world. However, conceptual ambiguity and lack of a homogenous and unified theoretical body accentuate the dilemma of whether Social Pedagogy is a specific area of knowledge, a professional field, a research field or all of these at once. We have moved into a stage where we do not have an immediate answer as to what Social Pedagogy is, what kind of knowledge it is or what its specific working methods are. This research aims to provide a comprehensive and rigorous analysis of Social Pedagogy from an international perspective. The methodology employed herein is the Delphi method, using three questionnaires in three different phases. Based on the individual contributions of a group of renowned experts from different countries, our aim is to build a global, current and integrated view of Social Pedagogy.
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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.
Claire Cameron - One of the best experts on this subject based on the ideXlab platform.
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pedagogia Social en el reino unido hoy resultados de analisis de formacion e iniciativas de desarrollo
Pedagogía Social: Revista Interuniversitaria, 2015Co-Authors: Claire CameronAbstract:Since 2007, workplace based Social pedagogic intervention has been taking place in the UK. Until that point, Social Pedagogy was largely unknown within children’s services practice or training. This paper synthesises findings from 10 evaluation studies that examined Social pedagogic intervention in the form of training and development activity in children’s residential care, foster care and related services. The findings are presented in relation to four types of impact: on the ‘trainees’; on the learning organisation; on children; and on the wider context. Findings are positive across all four types of impact, but especially so in relation to ‘trainees’ and children. Social Pedagogy appears to validate and reframe practice as reflective, relational and enjoyable which helps children to thrive in public care settings. One key factor in the positive impact of Social Pedagogy training may be the experiential learning style adopted by trainers.
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Social Pedagogy: What Questions Can We Ask About Its Value and Effectiveness?
Children Australia, 2011Co-Authors: Claire CameronAbstract:Social Pedagogy is a field of professional practice associated with the care and education of young children, support of young people, and with family support that has an established place in many continental European countries. It has attracted attention in the United Kingdom (UK) for its potential relevance to the policy ambition of improving the generally poor educational and Social outcomes for young people in public care. In this article, I discuss some issues arising from the task of establishing the value, or effectiveness, of the Social pedagogic approach. Using findings from cross-national studies, I argue that there are various problems with measuring the ‘effectiveness’ of Social Pedagogy, but that in countries where Social Pedagogy is well established and supported by a policy and cultural context, its role in supporting children and families is highly valued. I conclude by considering some implications for the introduction of Social Pedagogy into the UK.
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final report of the Social Pedagogy pilot programme development and implementation
Project Report. Thomas Coram Research Unit Institute of Education University of London: London. (2011), 2011Co-Authors: Claire Cameron, Pat Petrie, Valerie Wigfall, Stefan Kleipoedszus, Alexandra JasperAbstract:In 2008, the government commissioned Thomas Coram Research Unit, Institute of Education University of London to develop and implement a pilot programme in order to determine the impact of, and best method for, introducing a Social pedagogic approach in residential children’s homes in line with the Care Matters White Paper’s commitment (DCSF 2007). The intentions were modest - to make some ‘ripples’ in the world of residential childcare. This report is of the development and implementation part of the pilot programme. There are around 2,000 children’s homes in England, run by private for profit, independent and public sector employers and around 6,500 young people are in residence at any one time (SFR 2009). Since 2002, children’s homes, as with other services for children, have been regulated by, and inspected against, national minimum standards, which, although not intended to be a benchmark of practice, or representing standardisation of provision (DH 2002), arguably implied just that. Clough, Bullock and Ward (2006) viewed the requirement to meet bureaucratic standards as risking the undervaluing of important and complex issues of quality and process. It was in this context that the pilot programme took place. As an established tradition in continental Europe, Social Pedagogy is often understood as ‘education in its broadest sense’ (Petrie et al. 2009) - an educational approach to Social issues. Its breadth can be seen in its concern for the whole person as emotional, thinking and physical beings, promoting their active engagement in decisions about their own lives and as members of society. It is a discipline that takes account of the complexity of different Social contexts. In continental European countries Social pedagogues typically have a bachelor’s degree, combining academic knowledge, with practical, organisational and communication skills and often, the expressive arts and/or outdoor adventure/ environmental activities. Social pedagogues working in residential care in continental European countries expect to exercise a range of responsibilities both inward looking to the home itself and outward looking to the interface between the children’s home and the wider society to which the young person belongs. The pilot programme was designed around three groups of children’s homes or ‘pilot sites’ with differing Social pedagogic input, ranging from Social pedagogues trained overseas but working to residential care worker job titles, to Social pedagogues working to Social pedagogue job titles with, in addition, part of their time devoted to training and awareness raising activities. Children’s homes were selected for their stated support of the programme objectives and their willingness to learn about Social Pedagogy from the Social pedagogues. Forty eight Social pedagogues were recruited through employer’s recruitment procedures although some left before the end of the programme period.
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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.
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Implementing the Social pedagogic approach for workforce training and education in England: a preliminary study
2007Co-Authors: Claire Cameron, Susan Mcquail, Pat PetrieAbstract:Implementing the Social Pedagogic Approach for Workforce Training and Education in England is a study that was developed in conjunction with DfES and the Social Exclusion Task Force. It focuses on the potential for introducing training for Social Pedagogy in England, with special reference to children in care. The report covers (i) care leavers’ perspectives on their carers, including the carers’ need for training; (ii) summaries of 4 studies of Social Pedagogy conducted at TCRU; (iii) the perspectives of stakeholders from children's services and training institutions on the introduction of Social Pedagogy and on other proposals advanced in Care Matter; (iv) differences between Danish qualifications in Social Pedagogy and English Social care NVQs and Social work degrees and (v) a framework for introducing Pedagogy education, in England, and a discussion of costs.
Juha Hämäläinen - One of the best experts on this subject based on the ideXlab platform.
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Social Pedagogy as a Scientific Discipline, a Branch of Academic Studies, and a Field of Professional Practice
EccoS – Revista Científica, 2019Co-Authors: Juha HämäläinenAbstract:This article is based on productions dealing with aspects of Social Pedagogy analyzed by Hamalainen, individually and collectively, such as the conceptual ambiguity of Social Pedagogy, the nature of Social Pedagogy as an academic discipline, Social pedagogical guidance in Social work and work with young people, ways of using the concept in Germany (2011) and Finland, as well as the field overview, including semantic and historical considerations. Other sources of information are also used, especially materials in which national traditions of Social Pedagogy and debates about their nature are introduced, compared, decoded and clarified. Methodologically, this work is based mainly on the analysis of historical concepts.
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Social Pedagogy-informed residential child care
International Journal of Social Pedagogy, 2019Co-Authors: Eeva Timonen-kallio, Juha HämäläinenAbstract:This paper discusses the nature of the professional expertise needed in residential child care (RCC) in light of recent debate on Social Pedagogy. Focusing on the question of what kind of expertise is introduced in this debate, the paper deals with the contribution of Social Pedagogy to the professional development and professional competences of the RCC field, as well as the characteristics of professional knowhow in particular. The paper discusses also the research on how RCC expertise is constructed among RCC workers and how they demonstrate their expertise to other professional groups. The final aim is to outline a Social Pedagogy-informed profile of professional RCC competences. The purpose is to stimulate and enable multidisciplinary reflections about different kinds of expertise and shared responsibilities, towards developing an integrated framework for RCCs. Moreover, the paper emphasises the relevance of Social Pedagogy as a subject for training to promote RCC professionalism.
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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.
Pat Petrie - One of the best experts on this subject based on the ideXlab platform.
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Taking Social Pedagogy forward: Its fit with official UK statements on promoting wellbeing
International Journal of Social Pedagogy, 2020Co-Authors: Pat PetrieAbstract:This article indicates the range of government interest in wellbeing, briefly describes the emergence of Social Pedagogy in the UK generally and indicates the part played in it by the UK governments since 2000. This is followed by a short account of the principles of Social Pedagogy and the profession and education of Social pedagogues. There follow descriptions of Pedagogy practice, accompanied by examples of government statements (focused on England) that are compatible with these. The article goes on to consider examples where Social Pedagogy has been introduced into English and Scottish children’s services, drawing on Claire Cameron’s overview of evaluations of demonstration and pilot projects. These evidence some congruence between the practice reported – and its effects – and the recommendations of government on promoting wellbeing. Finally, the article considers the conditions necessary for the continuing growth of Social Pedagogy, and Social pedagogic approaches in the UK.
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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 Justice and Social Pedagogy
Socially Just Radical Alternatives for Education and Youth Work Practice, 2015Co-Authors: Pat PetrieAbstract:Social Pedagogy theory and practice have developed since the 19th century, but because it is a fairly new concept for the UK and the English-speaking world, it may be helpful at the outset to give a summary explanation. We shall see that one way of looking at it is through the lens of Social policy. It can be taken to apply to measures which address the interests and concerns of society by broadly educational provision and practice, as one of many policy options. For example, concern about families could be addressed fiscally or via a benefit system. But they could also be addressed through what in many countries would be seen as Social pedagogic provision such as the children’s centre, where informal education plays a large part. Nevertheless, while theoretically such provision can be conceptualized as Social Pedagogy, in the UK, at least, the practice and theory base of Social Pedagogy as such has until recently been less developed. The following chapter has more to say about this and how Social Pedagogy sets out to support human development, with an awareness of its individual and, importantly, Social dimensions. Thus Social Pedagogy can apply to services across the age range, from childhood to old age, on the basis that human development is a life-long process. However, my own research into the subject has been largely about children, young people, family support and children’s residential and foster care, so it is this work that I refer to in what follows.
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Social Pedagogy in the UK: Gaining a firm foothold?
education policy analysis archives, 2013Co-Authors: Pat PetrieAbstract:The paper asks why, unlike much of Europe, the UK has until recently taken very little interest in Social Pedagogy. It looks at the meanings of Social Pedagogy, including the importance of both 'Social' and 'Pedagogy' in understanding the term and argues that Social Pedagogy policy, practice, and theory are interlinked and develop out of specific national contexts. There is an account of the fairly new UK interest in the subject, including some interest from government and some higher education institutions. The paper argues that this interest springs largely from concerns about the welfare of disadvantaged children, especially those that are in care, and an aspiration to improve the practice of people who work with them. There has been much less interest in Social pedagogic theory. The paper concludes that unless theory, grounded in a UK context, is given equal prominence to practice, together with education and qualifications in the subject, Social Pedagogy will not achieve a firm footing in the UK.
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final report of the Social Pedagogy pilot programme development and implementation
Project Report. Thomas Coram Research Unit Institute of Education University of London: London. (2011), 2011Co-Authors: Claire Cameron, Pat Petrie, Valerie Wigfall, Stefan Kleipoedszus, Alexandra JasperAbstract:In 2008, the government commissioned Thomas Coram Research Unit, Institute of Education University of London to develop and implement a pilot programme in order to determine the impact of, and best method for, introducing a Social pedagogic approach in residential children’s homes in line with the Care Matters White Paper’s commitment (DCSF 2007). The intentions were modest - to make some ‘ripples’ in the world of residential childcare. This report is of the development and implementation part of the pilot programme. There are around 2,000 children’s homes in England, run by private for profit, independent and public sector employers and around 6,500 young people are in residence at any one time (SFR 2009). Since 2002, children’s homes, as with other services for children, have been regulated by, and inspected against, national minimum standards, which, although not intended to be a benchmark of practice, or representing standardisation of provision (DH 2002), arguably implied just that. Clough, Bullock and Ward (2006) viewed the requirement to meet bureaucratic standards as risking the undervaluing of important and complex issues of quality and process. It was in this context that the pilot programme took place. As an established tradition in continental Europe, Social Pedagogy is often understood as ‘education in its broadest sense’ (Petrie et al. 2009) - an educational approach to Social issues. Its breadth can be seen in its concern for the whole person as emotional, thinking and physical beings, promoting their active engagement in decisions about their own lives and as members of society. It is a discipline that takes account of the complexity of different Social contexts. In continental European countries Social pedagogues typically have a bachelor’s degree, combining academic knowledge, with practical, organisational and communication skills and often, the expressive arts and/or outdoor adventure/ environmental activities. Social pedagogues working in residential care in continental European countries expect to exercise a range of responsibilities both inward looking to the home itself and outward looking to the interface between the children’s home and the wider society to which the young person belongs. The pilot programme was designed around three groups of children’s homes or ‘pilot sites’ with differing Social pedagogic input, ranging from Social pedagogues trained overseas but working to residential care worker job titles, to Social pedagogues working to Social pedagogue job titles with, in addition, part of their time devoted to training and awareness raising activities. Children’s homes were selected for their stated support of the programme objectives and their willingness to learn about Social Pedagogy from the Social pedagogues. Forty eight Social pedagogues were recruited through employer’s recruitment procedures although some left before the end of the programme period.
Chris Kyriacou - One of the best experts on this subject based on the ideXlab platform.
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Social Pedagogy and pastoral care in schools
British Journal of Guidance & Counselling, 2015Co-Authors: Chris KyriacouAbstract:In the context of this paper, Social Pedagogy concerns how a person trained in Social Pedagogy can take up the role of a trusted and caring adult to help, support and empower troubled and vulnerable pupils to meet the demands they face in their lives so that they are better able to lead fulfilling and satisfying lives and can, in their turn, contribute to the betterment of society. This paper describes the nature of Social Pedagogy, highlights its origins and practice in mainland Europe, considers some key developments within the current context in England and outlines its implications for pastoral care in schools. There has been a marked growth in Social Pedagogy as an aspect of professional practice amongst the pastoral care community in England. Its further development will depend on an increasing recognition that pastoral care needs to follow the pupil into the different Social settings they inhabit.
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Social Pedagogy in Schools as a Promoter of Civic Engagement
2011Co-Authors: Chris KyriacouAbstract:This paper draws upon multidisciplinary research in Europe, particularly at the interface between education, psychology and Social work, to explore the extent to which the adoption of a Social pedagogic approach in schools can provide a basis for promoting civic engagement. This paper focuses on the use of a Social pedagogic approach to addressing the needs of pupils in secondary schools whose circumstances are identified as giving a cause for concern. Such concerns cover a range of problem areas, which includes poor attainment, disaffection, an unhealthy life style, child abuse (as the abuser or victim), bullying (as the bully or victim), physical and mental health problems, poor career aspirations and prospects, anti-Social behaviour and criminal activity. The essence of Social Pedagogy lies in the empowerment of the pupil, through their relationship with a Social pedagogue, in addressing the problem they are experiencing. Such empowerment can lead to civic engagement by the pupil in the short term (as a pupil) and in the long term (as a young adult and beyond) and by the Social pedagogue in bringing about changes in policy and organisational structures that appear to contribute to the problem arising and/or making the problem difficult to solve. In some cases the pupil and Social pedagogue may act together to argue for such changes to be made in their local community or beyond, and in some cases a group of pupils will act together to advocate change. The paper also draws, more specifically, on the emerging findings of an on-going research project looking at student teachers’ views concerning the adoption of a Social pedagogic approach within schools in England, Norway, Switzerland and Greece, to highlight the implications of this approach for the civic engagement of teenagers and young adults.
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Swiss Student-Teachers' Views of Social Pedagogy.
Pastoral Care in Education, 2011Co-Authors: Chris Kyriacou, Annett UhlemannAbstract:In recent years a number of policy and practice initiatives concerning pastoral care in schools in England have led to schools increasingly being expected to take a leading role in addressing a widening range of concerns regarding the welfare, care and education of children, and in working more closely with parents and other professional agencies in addressing these. This has included a consideration of the notion of ‘Social Pedagogy’ as widely practiced in mainland Europe. This paper explores the views of student‐teachers in Switzerland, a country where Social Pedagogy is well developed, regarding the role of the school in addressing pupil problems. The findings indicate that these Swiss student‐teachers felt schools should take the lead role primarily in areas regarding poor academic progress, bullying, general misbehaviour and disaffection, and less so in areas of a more personal nature for pupils where schools may be less accountable. The findings provide some pointers concerning how Swiss student‐tea...
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Social Pedagogy and the teacher: England and Norway compared
Pedagogy Culture & Society, 2009Co-Authors: Chris Kyriacou, Ingunn T. Ellingsen, Paul Stephens, Vanita SundaramAbstract:Social Pedagogy as practice refers to actions on the part of adults to promote the personal development, Social education and general well‐being of the child alongside or in place of parents in a range of educational and Social care settings (e.g. pre‐school play groups, residential care homes, youth clubs). This paper focuses how the notion of Social Pedagogy as practice has been applied in England and Norway in the context of recent developments in policy and practice regarding the interface between education services and childcare and welfare services. In Norway, the notion of Social Pedagogy reflects many aspects of the way the term is often understood in continental Europe. In England, the term is only just beginning to be used in this way following a major policy development, ‘Every Child Matters’, which has led to a review of the role of the teacher in the context of integrating education and child welfare services. The paper considers the implications of such recent developments for changes in the...
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The five dimensions of Social Pedagogy within schools
Pastoral Care in Education, 2009Co-Authors: Chris KyriacouAbstract:A ‘Social Pedagogy’ approach is increasingly being adopted by professional agencies in the United Kingdom involved in dealing with the welfare, care and education of children. This paper argues that, in the context of schools, Social Pedagogy can be characterised as taking an integrated view of the needs of the whole child in terms of five key dimensions: care and welfare; inclusion; Socialisation; academic support; and Social education. Whether or not these changes in professional practice lead to the widespread employment of a professional called a ‘Social pedagogue’ remains to be seen. However, integrated working practices have already had an impact on how teachers are expected to deal with the needs of pupils identified as giving a cause for concern.
