Social_Pedagogy

his essay will present a definition and understanding of the European term “Social Pedagogy”, identifying its historical development and some of the concepts and theories that created its academic and professional identity. It will also identify and analyse the professional characteristics and value base of European social pedagogy and its links to youth work. The term “Social Pedagogy” has been adopted in Europe and is used to describe a model of practice which concerns the care and upbringing of children and young people. The term itself has variations in its interpretation. The word “pedagogy” is taken from the Greek word “pedagogue” and was initially used to describe slaves who were concerned with care of the sons of Athenian household, accompanying them when away from home and involved in some teaching. Although there is no equivalent of the term in the English language, pedagogy may be translated as “education”, (Moss & Petrie, 2002, p.139). Unlike European neighbours, the United Kingdom viewed pedagogy in the context of formal education. Pedagogues related to the teaching profession in particular. Pedagogy, in the context of education, gives an impression of formality, an emphasis on structured learning and being led by specialised professionals who are qualified to teach. Though “pedagogy” may be associated with education, it also has a much broader context which must be considered as part of its concept and development as a model of practice. In Europe pedagogy was adopted as education in a versatile form. Pedagogues were also known as “educateurs” or “animateurs” and were concerned with “the whole of the socialisation process which prepares the child for adult life”, (Jones, 1994, p.2). To experts, “social pedagogy” means “education in the broadest sense of the word”, (Youth Work Now, 2007:1). Pedagogy, when linked to the word “social”, takes on a less formal tone of education and appears to lean towards the softer skills of development and the nurture or care of the individual. “Pedagogy, which has come to be associated with social work, is an approach where care and education meet. It’s about upbringing, child- rearing, nurturing, socialisation and supporting development”, (Cameron, 2007, p.1). In the light of the above statement and in the context of working with children and young people, social pedagogy is a concept of work which encompasses all aspects of development. It is an adhesive which brings together the various fragments of services for children within a framework that considers the child as a whole and envelops all areas of development such as education, care, welfare and justice. In children’s work and youth work, social pedagogy considers a holistic approach to the person and therefore is related to more than one specialised field of practice. It is important to note that the concept and model of social pedagogy is not confined to the work with children and young people but that it can be extended into many forms of work within community settings and also include vulnerable or marginalised groups. (Petrie et al, 2008, p.2-4). The historical background to social pedagogy can be traced back to Germany around the middle of the nineteenth century. The term social pedagogy was first recognised and coined by a man named Karl Mager in 1844. However, a Prussian by the name of Friedrich Diesterweg, advanced the practice model and “brought the idea to a broader audience”, (Smith, 1999, 2007, p.1). The practice of social pedagogy emerged in Europe within the second half of the nineteenth century through a mix of “educators of the poor” and “rescue movements among children and young people instituted by philanthropists, theologians, church and charitable organisations”, (Jones, 1994, p.1). The manifestation of the work coincided with many of the social problems brought about by industrialisation. There had been many struggles with the initial social pedagogy model in Europe, however, the increased discourses and activity in this area meant that the model had already been bedded into practices giving a gateway to a new profession. This attracted interest from other countries such as the United Kingdom and even further afield such as America. One of America’s most influential thinkers on education, John Dewey (1916), was attracted to the social pedagogy model for the reason that he believed that participation in community life was a key to learning and developing. John Dewey, in his writings, made significant contributions to the development of informal education which fits well with the model of social pedagogy, (Smith, 2001, p.1). The second half of the twentieth century saw a real development of social pedagogy and it became increasingly associated with social work and social education in Europe. Countries such as Germany, France, Holland and Hungary used the term to “embrace the activities of youth workers, residential or day care workers (with children or adults), and play and occupational therapists”, (Smith, 1999, 2007, p.1). The recognition that the development of a person stretched beyond the boundaries of formal education and extended into various social groups, and the alliance between education and care, set the foundation for the model of social pedagogy in its modern form. Many of the theories and concepts that created the academic and professional identity of social pedagogy were born from the early models in Europe. The concept of being involved in a child or young person’s life, of sharing life and interaction and in doing so creating an educational environment, of caring and nurturing are all key factors contributing to the social pedagogy model. “Social Pedagogy concerns “everything”, adding that it could be seen as an approach that underpins the training and education of pedagogues, rather than a discrete area of study.”, (Petrie et al, 2007. p.21). Social pedagogy in Europe has been identified as bringing education and social work together. A holistic approach to children’s and young people’s needs, from education, health, leisure, family and socialisation and drawing the services that meet these needs together, are some of the fundamental concepts that are the foundation of social pedagogy and contribute to its academic and professional identity. Social pedagogy, although not a totally uniformed academic training approach throughout Europe, prepares the pedagogue for working in more than one developmental area and allows for easier transitions between specialised work. However, in the United Kingdom, this amalgamation of services has not yet been applied to the professional field as there are still distinctions between education, health, social work and justice with specialised training for each area. Although the characteristics of work may be related it is more difficult to move between specialised areas such as education, social work, youth work and justice, (Petrie et al, 2008, p.6). As a result of the underlying concepts and theories of social pedagogy, a number of distinguished characteristics and values emerged, many of which draw parallel’s to characteristics and values of youth work in the United Kingdom. Firstly, we see a focus on relationship between the pedagogue and the child. “Pedagogic theory is specially about relationships, child rearing relationships”, (Petrie et al, 2006, p.23). The pedagogue works with a child in a variety of settings, sharing the same “life space” and not as a separate teacher and child entity, (Petrie et al, 2008, p.4). Relationships are also a very important characteristic of youth work. Youth workers are required to work with young people in a variety of settings and build and maintain trusting relationships with them, (Paulo, 2002, NOS A). Secondly, the pedagogue is encouraged to reflect on their work applying theory and an understanding of self in order to challenge values or attitudes which could hinder or influence their work, (Petrie et al, 2008, p.4). This is comparable to youth work in that youth workers are also encouraged to work as effective and reflective practioners, evaluating “values, interests, priorities and effectiveness”, (Paulo, 2002, NOS D). Reflective practice is about learning, which is at the core of pedagogy and also a valuable tool to share and encourage children to be aware and reflect on their learning, (Moss & Petrie, 2002 p. 144). Another characteristic of pedagogic work is the value placed on groups and group work. Working in groups highlights “children’s associative life”, (Petrie et al, 2008, p.4). It supports the theory of developing the child as a whole person which encompasses their personal and social development. Again this is reflected in youth work where the value of working in groups is also emphasised in order to facilitate learning on a personal and social level, (Paulo, 2002, NOS B3). Teamwork is also a characteristic emphasised in social pedagogy. Value is placed on the cooperative contributions in the task of raising and nurturing children. Core work seeks support from the family, professionals and the community, (Petrie et al, 2008, p.4). The pedagogues work brings a collaboration of services to meet the needs of the child and support their overall development. Similarly, youth work seeks out partnership services to work with young people and support their needs, “youth work does not happen in isolation, and the youth service is not an island unto itself” (Young, 1999. p118). Similarities can also be drawn between the basic values of social pedagogy and youth work. For example, social pedagogy, as mentioned earlier, is education in a broad sense. It is a process of informal learning and often based on the pedagogue and the child learning together. Likewise, one of the stated core values of youth work is that it is educative, a process of informal learning whilst engaging in youth work activities, “identifying possible learning opportunities arising from young people’s ongoing activities”, (Paulo, 2002, NOS A.13). Social pedagogy is also based on sharing “life spaces” which implies an active relationship rather than a passive one. “Children and staff are seen as inhabiting the same life space, not as existing in separate hierarchical domains”, (Petrie, 2007 p.22). Youth work reflects this value in encouraging active participation. Youth work is about encouraging young people “to participate and take responsibility for their decision to engage”, (Paulo, 2002, NOS D2). It’s also about involving young people in the decision making and planning, encouraging them and seeing them as active participators. Empowerment, promotion of equality and social inclusion are also core values recognized in social pedagogy and youth work. Social pedagogues often work with special needs or marginalized groups, they also encourage development in the socialization process of a child or young person. In comparison, youth work too promotes equality of opportunity and an acceptance of difference to encourage social inclusion, (Paulo, 2002, NOS D2). Whilst recognising some of the parallel characteristics and values between European social pedagogy and youth work in the United Kingdom it is also important to note some distinctions between the two. For example, in the United Kingdom there is a far greater emphasis on policies relating to child protection and the impact it has on working with children and young people, whereas in Europe “pedagogic approaches tend to be child-focused, rather than procedure-focused”, (Petrie, 2007 p.22). The needs of the child are placed at the heart of the work and not fitted around policy. Also, the pedagogy’s more holistic view of children and young people gives a broader aspect of training and work for the pedagogues. Youth workers, although engaging in work with children and young people in a variety of settings, are still restricted in many ways from moving between the education and care divides that still exist in the United Kingdom. In conclusion, the definition and understanding of the European term “social pedagogy” may be varied throughout different countries. Its historical development has certainly influenced its current position children’s work and youth work. There are a number of concepts and theories which have been discussed that have created its academic and professional identity and there are several commonalities of characteristics and values that link it to youth work in the United Kingdom. However, it may also be fair to say that it is not a model that can be placed at any time or any where due to social, economic, and cultural differences. Certainly, in the United Kingdom there would need to be a more amalgamated approach in terms of academic training and practices between the fragmented services involved in the education, care and welfare of children and young people References Cameron, C. (2007) Children & Young People Now: Analysis :Social work – Social pedagogy : fad or the future' http://www.cypnow.co.uk/BigIssues'Details'44992'care-matters'Article'772839/Anal. 24/10/08 Dewey, J. (1916) Democracy and Education. An introduction to the philosophy of education (1966 ed), New York : Free Press. Moss, P. and Petrie, P. (2002) From Children’s Services to Children’s Spaces. London: Routledge Farmer. Petrie, P., Boddy, J., Cameron, C., Simon, A., & Wigfall, V. (2006) Working with Children in Residential Care: European Perspectives, Buckingham, Open University Press. Petrie, P., Boddy, J., Cameron, C., Simon, A., & Wigfall, V. 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