Social Pedagogy: What Questions Can We Ask About Its Value and Effectiveness?

2011 ◽  
Vol 36 (4) ◽  
pp. 187-198 ◽  
Author(s):  
Claire Cameron
Keyword(s):  
Young People ◽  
Professional Practice ◽  
Cultural Context ◽  
Children And Families ◽  
Public Care ◽  
The United Kingdom ◽  
Social Pedagogy ◽  
The Social ◽  
The Uk ◽  
Cross National

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.

Reconfiguring professional autonomy? The case of social work in the UK

2017 ◽  
Author(s):  
John Chandler ◽  
Elisabeth Berg ◽  
Marion Ellison ◽  
Jim Barry
Keyword(s):  
United Kingdom ◽  
Social Work ◽  
Social Workers ◽  
Professional Practice ◽  
Professional Autonomy ◽  
The Third ◽  
The United Kingdom ◽  
The Social ◽  
The Uk

This chapter discusses the contemporary position of social work in the United Kingdom, and in particular the challenges to what is seen as a managerial-technicist version of social work. The chapter begins with focus on the situation from the 1990s to the present day in which this version of social work takes root and flourishes. The discussion then concentrates on three different routes away from a managerial-technicist social work: the first, reconfiguring professional practice in the direction of evaluation in practice, the second ‘reclaiming social work’ on the Hackney relationship-based model and the third ‘reclaiming social work’ in a more radical, highly politicised way. Special attention is devoted to a discussion about how much autonomy the social workers have in different models, but also what kind of autonomy and for what purpose.

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 Migration infrastructures and the production of migrants’ irregularity in Japan and the United Kingdom

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Nando Sigona ◽  
Jotaro Kato ◽  
Irina Kuznetsova
Keyword(s):  
Legal Status ◽  
Qualitative Interviews ◽  
Legal Violence ◽  
The United Kingdom ◽  
The Social ◽  
Access And Quality ◽  
The Uk ◽  
The Impact

AbstractThe article examines the migration infrastructures and pathways through which migrants move into, through and out of irregular status in Japan and the UK and how these infrastructures uniquely shape their migrant experiences of irregularity at key stages of their migration projects.Our analysis brings together two bodies of migration scholarship, namely critical work on the social and legal production of illegality and the impact of legal violence on the lives of immigrants with precarious legal status, and on the role of migration infrastructures in shaping mobility pathways.Drawing upon in-depth qualitative interviews with irregular and precarious migrants in Japan and the UK collected over a ten-year period, this article develops a three-pronged analysis of the infrastructures of irregularity, focusing on infrastructures of entry, settlement and exit, casting a comparative light on the mechanisms that produce precarious and expendable migrant lives in relation to access to labour and labour conditions, access and quality of housing and law enforcement, and how migrants adapt, cope, resist or eventually are overpowered by them.

scholarly journals Young People’s Services in an Age of Neoliberalism

2010 ◽  
Vol 8 (2) ◽  
pp. 189-206
Author(s):  
Graham Brotherton ◽  
Christina Hyland ◽  
Iain Jones ◽  
Terry Potter
Keyword(s):  
Higher Education ◽  
Young People ◽  
Higher Education Policy ◽  
Coalition Government ◽  
Youth Services ◽  
Policy Initiatives ◽  
The United Kingdom ◽  
The Uk ◽  
The Way

Abstract This article brings together four different perspectives which explore the way in which various policy initiatives in recent years have sought to construct young people resident in the United Kingdom within particular policy discourses shaped by neoliberalism. In order to do this it firstly considers the way in which the assumptions of neoliberalism have increasingly been applied by the new Coalition Government to young people and the services provided for them; it then considers the particular role of New Labour in the UK in applying these ideas in practice. Specific examples from the areas of young people’s participation in youth services and higher education policy are then considered.

The Importance of Convention Status: A Case Study of the UK

2001 ◽  
Vol 6 (1) ◽  
pp. 15-24 ◽  
Author(s):  
Alice Bloch
Keyword(s):  
Asylum Seekers ◽  
Economic Rights ◽  
The United Kingdom ◽  
The Social ◽  
The Status ◽  
The Uk ◽  
Refugees And Asylum Seekers ◽  
Social And Economic Rights

Convention status accords refugees social and economic rights and security of residence in European countries of asylum. However, the trend in Europe has been to prevent asylum seekers reaching its borders, to reduce the rights of asylum seekers in countries of asylum and to use temporary protection as a means of circumventing the responsibility of long-term resettlement. This paper will provide a case study of the United Kingdom. It will examine the social and economic rights afforded to different statuses in the areas of social security, housing, employment and family reunion. It will explore the interaction of social and economic rights and security of residence on the experiences of those seeking protection. Drawing on responses to the crisis in Kosovo and on data from a survey of 180 refugees and asylum seekers in London it will show the importance of Convention status and the rights and security the status brings.

Conclusion

2021 ◽  
pp. 307-322
Author(s):  
Jonathan Bradbury
Keyword(s):  
Northern Ireland ◽  
Cultural Context ◽  
Central Government ◽  
Labour Party ◽  
Constitutional Reform ◽  
Constitutional Change ◽  
The Third ◽  
The Social ◽  
Territorial Politics ◽  
The Uk

The book has provided four sets of conclusions. First, the examination of territorial strain, the nature of territorial problems and the characteristics of background conditions gives us a lens through which to evaluate critically the social, economic and cultural context to territorial politics. The second set of conclusions relate to the approaches used in the movements for territorial constitutional change in exploiting the support they did have and overcoming those weaknesses that still existed. As part of the reality of how territorial change happens it is to be expected that in the particular case of the UK that all territorial movements emerged out of party political contestation and self-interested party choices, and then had to define approaches heavily determined by party constraints. The third set of conclusions relate to UK central government. The UK centre was also in part defined by the pursuit of party power, and the key party at the UK level ready to address territorial constitutional reform — the Labour Party — faced large challenges and anxieties after 18 years out of office when they prepared for the 1997 general election. The final set of conclusions relate to the importance of constitutional policy processes to the resolution of conflicts in centre–periphery relations. Approaches to the development of devolution policy were followed which made the best efforts to achieve territorial balance under the constraints that they faced. The policy processes in Scotland and Northern Ireland achieved sometimes high, but at least sufficient, levels of inclusiveness in their mechanisms of negotiation.

Introduction: the landscapes of poverty and education across the UK

2020 ◽  
pp. 1-10
Author(s):  
Ian Thompson ◽  
Gabrielle Ivinson
Keyword(s):  
Young People ◽  
Educational Inequality ◽  
Well Being ◽  
Children And Young People ◽  
The United Kingdom ◽  
Context Specific ◽  
Social And Cultural Factors ◽  
The Uk ◽  
Different Parts

Poverty blights the lives of children and young people. Research has consistently shown that the most economically disadvantaged pupils across the United Kingdom (UK) have the poorest educational outcomes and that poverty has a pernicious effect on children’s well-being. However, far less is known about the ways that poverty is differentially experienced for children and young people in schools within the four jurisdictions of the UK. Are there historical, social and cultural factors that make poverty a postcode lottery in terms of quality of schooling in the different parts of the UK? Are successful local interventions context specific as the research evidence seems to suggest or can we learn from particular regions or cities? This introduction points out that anxieties about growing educational inequality in the UK have to be contextualised historically, geographically and in terms of the distinct political and socio-economic landscapes in England, Scotland, Wales and Northern Ireland.

scholarly journals A qualitative account of young people’s experiences of alcohol screening and brief interventions in schools: SIPS Jr-HIGH trial findings

2019 ◽  
Vol 42 (3) ◽  
pp. e259-e267
Author(s):  
E L Giles ◽  
G J McGeechan ◽  
S J Scott ◽  
R McGovern ◽  
S Boniface ◽  
...  
Keyword(s):  
Alcohol Use ◽  
Young People ◽  
Western Europe ◽  
Controlled Trial ◽  
Alcohol Screening ◽  
Screening And Brief Intervention ◽  
The United Kingdom ◽  
Analysis Process ◽  
Potential Impact ◽  
The Uk

Abstract Background The United Kingdom (UK) has seen a decrease in the number of young people drinking alcohol. However, the UK prevalence of underage drinking still ranks amongst the highest in Western Europe. Whilst there is a wealth of evidence reporting on the effectiveness of both primary, and secondary interventions, there are few reports of the experiences of young people who receive them. Methods The present study reports findings from interviews with 33 young people who were involved in an alcohol screening and brief intervention randomized controlled trial in schools in England. All interviews were analysed using inductive applied thematic analysis. Results Three major themes were identified following the analysis process: 1) drinking identities and awareness of risk; 2) access to support and advice in relation to alcohol use; and 3) appraisal of the intervention and potential impact on alcohol use. Conclusions There appeared to be a reluctance from participants to describe themselves as someone who drinks alcohol. Furthermore, those who did drink alcohol often did so with parental permission. There was variation amongst participants as to how comfortable they felt talking about alcohol issues with school staff. Overall participants felt the intervention was useful, but would be better suited to ‘heavier’ drinkers.

Expanding and Democratizing the Agenda for Preventing Youth Suicide: Youth Participation, Cultural Responsiveness, and Social Transformation

2014 ◽  
Vol 33 (1) ◽  
pp. 95-107 ◽  
Author(s):  
Jennifer White
Keyword(s):  
Young People ◽  
Suicide Prevention ◽  
Social Transformation ◽  
Cultural Context ◽  
Cultural Responsiveness ◽  
Youth Participation ◽  
Youth Suicide ◽  
Policy Makers ◽  
The Social ◽  
Suicide Prevention Programs

Suicidal behaviours in young people are among the most challenging issues faced by educators, policy makers, and practitioners. A small number of youth suicide prevention programs have been identified as promising. At the same time, many contemporary approaches to youth suicide prevention take insufficient account of the social or cultural context and privilege the expertise of adults and researchers. In large part, this is a consequence of how scientific knowledge is constructed. By engaging young people as knowledgeable collaborators and by paying attention to broader socio-political and cultural contexts in understanding sources of suffering, a more flexible and enriched approach to youth suicide prevention research and practice is envisioned.

scholarly journals Training, Implementation, and Potential of a Cybermentoring Scheme in Six EU Countries

2019 ◽  
Vol 30 (1) ◽  
pp. 58-72
Author(s):  
Peter K. Smith ◽  
Fran Thompson ◽  
John Jessel ◽  
Andrea Kožuchová ◽  
Irene Ferreira ◽  
...  
Keyword(s):  
Czech Republic ◽  
Young People ◽  
Peer Support ◽  
Questionnaire Survey ◽  
Positive Impact ◽  
National Level ◽  
The Czech Republic ◽  
Train The Trainer ◽  
The United Kingdom ◽  
Cross National

AbstractCybermentoring refers to virtual peer support in which young people themselves are trained as cybermentors and interact with those needing help and advice (cybermentees) online. This article describes the training in, and implementation of, a cross-national cybermentoring scheme, Beatbullying Europe, developed in the United Kingdom. It involved train-the-trainer workshops for partners and life mentors in six European countries (Italy, Spain, Portugal, Romania, Poland and the Czech Republic) in 2013–2014, followed by training sessions for pupil cybermentors aged 11–16 years. Although BeatBullying went into liquidation in November 2014, the project was largely completed. We (1) report an evaluation of the training of the life mentors and mentors, via questionnaire survey; and (2) discuss findings about the implementation of the scheme and its potential at a cross-national level, via partner interviews during and at the end of the project. The training was found to be highly rated in all respects, and in all six countries involved. The overall consensus from the data available is that there was a positive impact for the schools and professionals involved; some challenges encountered are discussed. The BeatBullying Europe project, despite being unfinished, was promising, and a similar approach deserves further support and evaluation in the future.

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