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      Human encounters: The core of everyday care practice

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          Abstract

          Although there is increasing recognition within health and social care policy that relationships are central within ‘people work’, little attention is given to exploring the nature and purpose of these within everyday care practice. Social pedagogues appreciate that human relationships, in all their complexity, are intrinsically valuable and, therefore, central to everyday care practice. This article explores human encounters as the foundation of relational practice, and we discuss how the space for true encounter incorporates spiritual care and a movement from dependence to interdependence. It proposes that everyday care practice is best understood as a series of human encounters that requires courage to embrace the complexity and uncertainty of encountering the essential humanity of those we care for. In order to do so, practitioners need to develop moral integrity, enabling them to navigate situations of care without fixed recipes. Drawing on perspectives from care ethics and the Nordic care tradition, this article contextualises the discussion within the authors’ extensive care practice experience and, in focusing on human encounters as the basis of relational care, presents implications for practitioners in diverse everyday care contexts.

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          Most cited references 34

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          The caring relation in teaching

           Nel Noddings (2012)
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            Defining Social Pedagogy: Historical, Theoretical and Practical Considerations

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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
                International Journal of Social Pedagogy
                UCL Press
                2051-5804
                07 September 2020
                : 9
                : 1
                Affiliations
                [1 ]Lecturer in Mental Health Nursing, Abertay University, School of Applied Sciences, Bell Street, Dundee DD1 1HG, UK
                [2 ]Independent Scholar, Aberdeen, UK
                Author notes
                Article
                IJSP-9-15
                10.14324/111.444.ijsp.2020.v9.x.015
                © 2020, Sebastian Monteux and Angelika Monteux.

                This is an open access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited • DOI: https://doi.org/10.14324/111.444.ijsp.2020.v9.x.015.

                Page count
                Pages: 13
                Categories
                Article
                Custom metadata
                Monteux, S., & Monteux, A. (2020). Human encounters: The core of everyday care practice. International Journal of Social Pedagogy, 9(1): 15. DOI: https://doi.org/10.14324/111.444.ijsp.2020.v9.x.015.

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                International Journal of Social Pedagogy
                Volume 9, Issue 1

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