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      1844-2014: 170 Years of Social Pedagogy Can Greece’s Economic Crisis Highlight the Potential of Social Pedagogy?

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      International Journal of Social Pedagogy

      UCL Press

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          Social Pedagogical Eyes in the Midst of Diverse Understandings, Conceptualisations and Activities

           Juha Hämäläinen (corresponding) (2012)
          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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            The concept of social pedagogy in the field of social work

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              Social Pedagogy from a Scottish Perspective

               Mark Smith (corresponding) (2012)
              There is growing interest across the UK around whether European models of social pedagogy might offer a conceptual framework within which to locate social care and social welfare work. Pilot programmes that seek to introduce and apply social pedagogical principles in practice settings are emerging, including in Scotland, where a joint BA run by The University of Aberdeen in conjunction with Camphill Schools was the first qualifying programme in social pedagogy in the UK. Many of these pockets of interest can seem only loosely connected to one another. ‘Scottish Conversations’, an initiative based around The University of Edinburgh, was conceived of to bring together practitioners, academics and policy makers with an interest in social pedagogy, to explore the possibilities and implications of introducing social pedagogical ways of working in Scotland. Considerable work has already been undertaken on this by the children’s charity ‘Children in Scotland’, supported by The Scottish Government. Our intention in this paper is to draw upon existing work and to encapsulate, within one document, key themes from the literature on social pedagogy, and to consider its relevance and possible application in a Scottish context. Specifically, we suggest that social pedagogy offers a means through which distinctively Scottish ideas around social welfare and education might be reframed in a way that resonates with current concerns about the role and direction of social work and social care more broadly. In this sense, we do not restrict our focus to areas of practice such as residential child care with which social pedagogy is most often associated, but consider its features to have relevance across a broad range of provision and professional groupings.
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                Author and article information

                Journal
                ijsp
                ijsp
                International Journal of Social Pedagogy
                IJSP
                UCL Press (UK )
                2051-5804
                1 January 2015
                : 4
                : 1
                : 2-23
                Affiliations
                National and Kapodistrian University of Athens, Greece
                Author notes
                Correspondence to: Iro Mylonakou-Keke, National and Kapodistrian University of Athens, School of Education, Pedagogical Faculty of Primary Education, 13A Navarinou, 10680 Athens, Greece. E-mail: imylon@ 123456primedu.uoa.gr

                *Iro Mylonakou-Keke is Associate Professor of Social Pedagogy in the Pedagogical Faculty of Primary Education in the School of Education at the National and Kapodistrian University of Athens in Greece. Her academic interests include theoretical, epistemological and methodological dimensions of social pedagogy and the exploration of various social pedagogical issues, such as efficient communication between school, family and community, the Syneducation (synergy + education) Model, creativity development, highlighting otherness and the uniqueness of every human being and addressing antisocial behaviour in the school environment. She has been coordinating and conducting several research programmes dealing with various social pedagogical issues that emphasise the broad field of application and complex dynamics of social pedagogy, on which she has published twelve books (in Greek) and a number of articles. She has initiated and coordinates the first Master’s programme in social pedagogy in Greece, entitled: ‘Social Neurosciences, Social Pedagogy and Education’.

                Article
                10.14324/111.444.ijsp.2015.v4.1.002
                Copyright © 2015 The Author(s). [Special issue title, Social Pedagogy in Times of Crisis in Greece]

                This work is licensed under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License (CC-BY-NC-SA) 3.0 https://creativecommons.org/licenses/by-nc-sa/3.0/, which permits re-use, distribution and reproduction in any medium, provided any modifications of this material in anyway is distributed under this same license, is not used for commercial purposes, and the original author and source are credited

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                Figures: 2, Tables: 0, Equations: 0, References: 40, Pages: 23

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                International Journal of Social Pedagogy
                Volume 4, Issue 1

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