Social Pedagogy and Socio-educational Work with Young People

2020 ◽  
pp. 13-31
Author(s):  
Xavier Úcar
Keyword(s):  
Social Work ◽  
Young People ◽  
Learning Processes ◽  
Educational Work ◽  
Social Pedagogy ◽  
Methodological Perspective ◽  
English Speaking ◽  
Teaching Learning

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.

Treasuring the Social in Social Pedagogy

2015 ◽  
Vol 40 (4) ◽  
pp. 348-350 ◽  
Author(s):  
Robyn Kemp
Keyword(s):  
Social Work ◽  
Young People ◽  
Social Worker ◽  
Social Care ◽  
Children And Young People ◽  
Social Pedagogy ◽  
The Social ◽  
Vulnerable People ◽  
Management Positions ◽  
Outcomes For Children

Robyn is a UK-qualified social worker who has a deeply held passion for, and some 30 years of experience working with disenfranchised and/or vulnerable people and children and young people in care. She has a strong interest in social pedagogy and residential childcare both operationally and strategically. Since 1995, she has been in a variety of management positions and has developed and delivered training, conferences, workshops and consultancy on children's social work and social care for the statutory, voluntary and independent sectors. Her work has aimed at improving both the experiences and outcomes for children and young people in or on the edge of care and raising the profile of those affected by, and working within, the social work and social care sectors.

scholarly journals A Discussion about the Development of Higher Mental Functions in Brazilian Schools: A Portrait of Excluding Inclusion

2020 ◽  
Vol 16 (3) ◽  
pp. 87-96
Author(s):  
S.S. Fidalgo ◽  
M.C.C. Magalhaes ◽  
L.M. Pinheiro
Keyword(s):  
Teacher Education ◽  
Young People ◽  
Students With Disabilities ◽  
Educational Needs ◽  
Learning Processes ◽  
Organized Activities ◽  
Mental Functions ◽  
Teachers And Students ◽  
Higher Mental Functions ◽  
Teaching Learning

This paper aims at providing an overview of Brazilian schools focusing on the development of Vygotsky’s concept of Higher Mental Functions (HMF), especially in the case of students with disabilities. We often see that a lack of appropriate teacher education leads to further excluding students and others involved in the teaching-learning processes — such as the educators themselves, who feel increasingly overwhelmed by their classes of 45 to 60 students, shortage of money and governmental investment. We can even say that Brazilian official schools are immersed in a conflicted-conflicting, alienated-alienating and oppressed-oppressive contradictory reality that is increased by this exclusion-inclusion dichotomy that hinders teachers’ and students’ participation in dialogically organized activities. This diminishes students’ possibilities for developing HMF, which require an argumentative, critical language organization not often accessible to students whilst they continue to be educated on the receiving end of a system that is based on principles of assistance, as are the teachers. With this in mind, the text aims at answering the following question: To what extent are HMF pursued in classrooms allowing young people with(out) specific educational needs to develop (as close as possible) to their fullest potential?

Working with Young People

2020 ◽  
Keyword(s):  
Young People ◽  
Social Inclusion ◽  
Adult Life ◽  
Youth Justice ◽  
Educational Work ◽  
Inclusion Process ◽  
Social Pedagogy ◽  
The Social ◽  
Wide Perspective ◽  
Practical Experiences

The book offers a new outlook on social, cultural and educational work with young people. It is the perspective of social pedagogy: a theoretical and practical perspective that has been developing in continental Europe over the last 150 years. Social pedagogy poses a way of acting that places young people at the center of socio-educational work, putting their decisions and actions into value. It aims to accompany them in their life process of personal construction within the framework of the community in which they live. The book is organized into three large blocks of chapters. The introduction aims to prepare readers for the social pedagogy approach to work with young people. It briefly outlines its current situation in the world and, relate it to the main professions in which it is embodied in different socio-cultural contexts: social pedagogy, social education, and social work. The first block presents the framework and socio-pedagogical, theoretical, and practical parameters in which work with young people takes place in Europe and Latin America. The second block of chapters deals with youth policies and the training and professionalization of educators and those who work with young people. The last block focuses on some socio-educational practices with young people that include youth justice, social inclusion process, youth participation in digital life or transition to adult life. The book is based on a wide perspective of young people from cultural diversity. All the contributions of this book are based on research and practical experiences.

scholarly journals Creating space to think and feel – Reflections on teaching, learning and practice in social work, with insights from social pedagogy

2019 ◽  
Vol 8 (1) ◽  
Author(s):  
James Ganpatsingh
Keyword(s):  
Social Work ◽  
Nursing Students ◽  
Asylum Seekers ◽  
Reflecting Team ◽  
Social Pedagogy ◽  
User Groups ◽  
Creative Media ◽  
Teaching Learning ◽  
Television Plays ◽  
Work Education

The stories and identities of people who use social work services are often obscured by mass media stereotypes and labels – ‘failed asylum seekers’, ‘scroungers’, ‘troubled families’. The influence of managerialism compounds this problem, with space for thinking and feeling continually under pressure. This practice paper draws on ideas from social pedagogy to reflect on the benefits of a creative attempt to connect heads and hearts in the academy. Informed by an approach used with nursing students in Australia, social work undergraduates in London (England) were encouraged to engage with a range of creative media (newspapers, films, television, plays, social media) and journal about what they noticed. Drawing on narrative ideas, students reflected on portrayals of people that were ‘thin’ – labelling and oppressive – and ‘thick’ – revealing a richer picture of people’s lives, needs and capabilities. After putting together short stories or accounts of their own, based on their journaling, students were invited to share these in a type of ‘reflecting team’ with peers. This process invited students to develop critical and ethical perspectives through thinking about what had struck them, what they had understood differently about the service user groups, what resonated with them personally, and how this might affect their practice. This small example of creative practice is considered as part of a wider reflection on the value of a rich curriculum for social work education, holding out hope for humane practice in challenging times.

The Diverse Practice of Social Pedagogues: Case Examples From Denmark, Scotland, and Germany

2011 ◽  
Vol 36 (4) ◽  
pp. 219-223 ◽  
Author(s):  
Christina Surel ◽  
Sarah Douglas ◽  
Andy Finley ◽  
Alexandra Priver
Keyword(s):  
Social Work ◽  
Young People ◽  
Cultural Context ◽  
European Countries ◽  
Children And Young People ◽  
Case Examples ◽  
Social Pedagogy ◽  
The Social ◽  
The World ◽  
Social Pedagogues

Guest Editors' NoteAs a holistic way of working with children and young people to develop their learning and wellbeing, their inter-and independence, social pedagogy is widely practised across many European countries. While the ways in which it is practiced will differ — depending on the cultural context and setting — there are also common threads that connect the social pedagogic traditions found in several countries. Hämäläinen (2003) suggests that ‘social pedagogy has a certain perspective of its own [which] cannot be reduced to a set of simple pedagogical methods, but should be understood as an educational orientation in which the world, people, society, social problems and social work are observed through “social pedagogical” glasses, as it were’ (p. 76).

scholarly journals Internet of things to protect the environment: a technological transdisciplinary project to develop mathematics with ethical effects

2021 ◽  
Author(s):  
F. S. Tortoriello ◽  
I. Veronesi
Keyword(s):  
High School ◽  
Young People ◽  
Internet Of Things ◽  
Learning Processes ◽  
The Internet ◽  
Educational Activities ◽  
Experimental Activity ◽  
School Project ◽  
Teaching Learning ◽  
The Internet Of Things

AbstractIn a society that has to reconcile two areas which are conceptually very distant from each other, such as interdisciplinarity and specialization, the education for young people is essential to form a thought to understand complexity, thanks also to the stimuli deriving from increasingly powerful and interconnected technological and IT environments. So, it is essential to identify teaching–learning processes and methods that allow students to understand and act adequately with a constantly evolving reality. Transdisciplinary themes can be introduced to enrich the students' curriculum by anchoring them strongly to the wealth of emerging technologies, using their potential and designing educational activities focused on technology and attractive to the various spheres of knowledge. In this paper is presented an experimental activity of designing Smart objects in the Internet of Things conducted with students of the “Mathematical High School” project.

Corporeità, movimento e benessere: il potenziale educativo di itinerari motorio-sportivi inclusivi giovanili

2019 ◽  
pp. 3121-334
Author(s):  
Carmen Palumbo ◽  
Antinea Ambretti ◽  
Giovanna Ferraioli
Keyword(s):  
Young People ◽  
Learning Process ◽  
Personalized Learning ◽  
Barriers To Learning ◽  
Educational Value ◽  
School Activities ◽  
The Past ◽  
Full Participation ◽  
Inclusive Approach ◽  
Teaching Learning

Over the past few decades, the adoption of an inclusive approach to education has stimulated a reflection on the educational value of body and movement within teaching-learning process in order to break down all barriers to learning and promote the full participation of young people to school activities. Indeed,body and movement represent an important didactic "medium" for developing individualized and personalized learning paths that take into account the specific needs and characteristics of students thus contributing to their global and harmonious development.

Modern forms of assistance to solve families difficult cases and their adolescent children

2014 ◽  
Vol 4 (1) ◽  
pp. 123-133
Author(s):  
Marzena Możdżyńska
Keyword(s):  
Adverse Event ◽  
Young People ◽  
Social Exclusion ◽  
Family Life ◽  
Social Group ◽  
Social Hierarchy ◽  
Educational Work ◽  
The Social ◽  
Difficult Cases ◽  
Complex Activities

Abstract In recent decades, we observe a significant disorganization of family life, especially in the sphere of parental functions performed by unprepared for the role emotional, socially and economically young people. Lack of education, difficulties in finding work, and the lack of prospects for positive change are the main causes of their impoverishment and progressive degradation in the social hierarchy. Reaching young people at risk of social exclusion and provide them with comprehensive care, should be a priority of modern social work and educational work. In order to provide help this social group and cope with the adverse event created a lot of programs to support systemically start in life. An example would be presented in the article KARnet 15+ program as a form of complex activities of a person stimulating subjectivity, and allows you to modify support in individual cases

PSYCHOLOGICAL APPROACHES TO PREVENTION OF EXTREMISM IN THE HIGHER EDUCATION SYSTEM

2020 ◽  
Vol 22 (12) ◽  
pp. 5-9
Author(s):  
Livak N.S. ◽  
Klimova I.V. ◽  
Lebedikhin V.V.
Keyword(s):  
Young People ◽  
Moral Education ◽  
Social Life ◽  
New Technologies ◽  
Value Orientations ◽  
Educational Process ◽  
Educational Work ◽  
Higher Education System ◽  
Student Community ◽  
And Behavior

Modern youth and the student community today play a key role in the development of social and social life. Due to the peculiarities of the university space, the student community is in constant interaction and communication, both in the framework of the educational process and events of various formats, and in social and everyday conditions. In the context of interactions, this social group, which is most at risk of spreading negative ideologies that threaten not only the personal security of everyone, but also peaceful coexistence in the conditions of a multinational society in Russia. In the absence of educational measures as a prevention, an unfavorable environment arises in which it is very easy to influence the thinking of young people, their involvement in nationalist movements, extremist activities, etc. Hence the concept of «youth extremism» appears, which is manifested in the views and behavior of young people based on the manifestation of aggression and non-acceptance of dissenters. The search for new technologies of psychological support that allow to form cultural tolerance, value orientations and prevent the spread of extremist ideologies becomes relevant. The authors consider a set of measures that contribute to the generalization, dissemination, as well as the introduction into the student environment of the best practices of spiritual and moral education, the development of interethnic and interreligious dialogue, and the prevention of negative ideologies. To implement these tasks, it is necessary to form a pool of specialists in the prevention of extremism in the student environment, hold seminars and meetings for vice-rectors of universities on security and educational work, as well as educational seminars for managers of student organizations. This will make it possible to form leadership student associations that broadcast the values of cultural tolerance to the youth environment.

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