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      Social Pedagogy and School Community Preventing Bullying in Schools and Dealing with Diversity: Two Sides of the Same Coin

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          This paper presents a social pedagogical research programme that has been carried out during the years of economic crisis in Greece. It focuses on preventing bullying in schools, primarily by dealing with personal beliefs about diversity as well as by expanding and strengthening emotional, communication and social skills. What may differentiate this social pedagogical programme from others on bullying in schools is that it holds that positively dealing with diversity/otherness is important in preventing bullying, and that the programme is systemic in nature; that is, it utilises multiple possibilities arising from the transdisciplinary synergy of social pedagogy and systems science and is inspired by an emerging common philosophical and epistemological perception, integration of principles, methods and practices to be derived from the combined operation, at a higher level, of the two sciences.

          This programme brings together: those involved directly or indirectly with the school and the wider community; all those who seek to create a powerful and consistent communications network to establish, strengthen, and eventually be inspired by what we call the ‘social pedagogical ethos’, which will shape and establish a new ‘social pedagogical culture’.

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              The notion of ‘Haltung’ in social pedagogy


                Author and article information

                International Journal of Social Pedagogy
                UCL Press (UK )
                1 January 2015
                : 4
                : 1
                : 65-84
                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@

                *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’.

                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, 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: 0, Tables: 1, Equations: 0, References: 50, Pages: 21


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                International Journal of Social Pedagogy
                Volume 4, Issue 1

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