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      Social Pedagogical Reflexes of Greek Society during the Economic Crisis Period: Indicative Social Pedagogical Actions

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          The present paper investigates the social pedagogical reflexes from various organizations in Greece during the period of economical crisis in order to handle the various and different problems that have occurred. These social pedagogical reflexes are investigated and presented through an indicative presentation of several social pedagogical actions taking place in this country during this period, originating from different social pedagogical institutions. The indicative social pedagogical actions have been divided into five basic categories, aiming to show in a better way the respective lines of interest of the practice of Greek social pedagogy during the crisis period.

          In this context, this paper presents different social pedagogical actions, focusing on the profile, the aims and the social pedagogical work of institutions, i.e. of non-governmental organizations, associations, public and private initiatives, usually based on volunteer actions of Greek citizens. These institutions are aiming to resolve and effectively address a wide range of social pedagogical problems.

          With the support of the aforementioned institutions, coordinated and active networks of volunteers have been created throughout the country. These aim to effectively support social pedagogically oriented programmes and actions. Through their collaboration, selfless offer, systematic work, empathy, solidarity and respect towards every person, all of the individuals and groups involved strongly demonstrate the ethos of social pedagogy and greatly increase the possibilities for practitioners in social pedagogy.

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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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            Social pedagogy and the teacher: England and Norway compared

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              The Art of Being a Social Pedagogue: Developing Cultural Change in Children’s Homes in Essex

               Gabriel Eichsteller (corresponding) ,  Sylvia Holthoff (2012)
              As one of the first organisations in the UK to pioneer social pedagogy within its residential service, Essex County Council began working together with ThemPra Social Pedagogy in September 2008. This article describes some of the ways in which social pedagogy influenced the culture and practice in the local authority’s children’s homes. In contrast to other evaluations, most notably Berridge and colleague’s (2011) evaluation of the English government’s social pedagogy pilot project, this paper draws on narrative material gathered over the 3-year project in order to provide insights into attitudinal changes amongst staff teams, to highlight how practitioners developed their understanding of social pedagogy and to offer examples of how teams improved their practice and culture throughout the project. By describing social pedagogic practice as an art form we aim to outline the holistic, dynamic and process-orientated nature of social pedagogy that distinguishes it from the procedurally driven, outcome-focussed practice which has been heralded by new managerialism ( Petrie et al., 2006 ; Smith, 2009 ). An abridged version of our full project report ( Eichsteller & Holthoff, 2012 ), the article focuses on four areas relating to the art of being a social pedagogue: Haltung, relationships, reflection, and culture.

                Author and article information

                International Journal of Social Pedagogy
                UCL Press (UK )
                1 January 2015
                : 4
                : 1
                : 248-273
                National and Kapodistrian University of Athens, Greece
                Author notes
                Correspondence to: Panagiota Gogoni, 69-71 Xenofodos, 18120 Korydallos, Greece. E-mail: giotagog.primedu.uoa@

                *Panagiota Gogoni, Evangelia Athanasaki and Evgenia Venni are students on the post-gradute studies programme ‘ social neurosciences, social pedagogy and education’ at the Pedagogical Faculty of Primary Education of the School of Education at the National and Kapodistrian University of Athens, from which they have previously received a Bachelor’s Degree in Primary 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

                Figures: 0, Tables: 0, Equations: 0, References: 80, Pages: 27


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                International Journal of Social Pedagogy
                Volume 4, Issue 1

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