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    Social Pedagogy within Key Worker Practice: Community Situated Support for Marginalised Youth

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        Abstract

        This article explores social pedagogic practices that are embedded, but arguably unrecognised, within a variety of support worker roles. I will argue that the work done within intersubjective relationships formed with marginalised youth is best understood as social pedagogy and not, as support workers themselves typically insist, youth mentoring. Through the exploration of this relationship dynamic it becomes possible to ‘open-up’ objectivist professional roles to ‘make room’ for a mode of engagement that connects with marginalised youth at an intersubjective level. Support workers often establish this dialectical mode of engagement anyway, but lacking a structured discourse with which to articulate their pedagogic strategies, they fall back on the concept of mentoring as a best fit model. If this thesis is accepted, there are two significant implications. Firstly, an integration of social pedagogic concepts within this new practice space has the potential to improve outcomes for marginalised youth and, secondly, an exploration of the work done within similar relationship dynamics could potentially answer the question ‘what is social pedagogy?’. Beyond this, there is value in exploring the apparent nexus that exists between the fields of youth mentoring and social pedagogy, as much could be gained by elucidating their shared conceptual links.

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        Most cited references 44

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        A theory of human motivation.

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          Young people’s explanations and experiences of social exclusion: retrieving Bourdieu’s concept of social capital

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              Author and article information

              Affiliations
              University of Derby, UK
              Author notes
              Correspondence to: S. Morgan, International Centre for Guidance Studies (iCeGS), University of Derby, Kedleston Road, Derby, DE22 1GB, United Kingdom. Email: shaun@ 123456stmorgan.co.uk

              * Shaun T. Morgan, Ed.D is a research associate with the International Centre for Guidance Studies (iCeGS) at the University of Derby in the UK. Shaun has worked for 12 years in the education sector, undertaking a variety of community service delivery roles. His interest in social inclusion developed during his time working for an inner-city secondary school in Stoke-on-Trent, and he now works as a Special Educational Needs Manager for a Local Authority. His underpinning academic interests include critical theory, communicative action and postmodernism.

              Journal
              ijsp
              ijsp
              International Journal of Social Pedagogy
              IJSP
              UCL Press (UK )
              2051-5804
              1 January 2013
              : 2
              : 1
              : 17-32
              10.14324/111.444.ijsp.2013.v2.1.003
              Copyright © 2013 The Author(s)

              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

              Counts
              Figures: 0, Tables: 1, Equations: 0, References: 82, Pages: 17

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