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      Taking social pedagogy forward: Its fit with official UK statements on promoting wellbeing

      research-article

      International Journal of Social Pedagogy

      UCL Press

      social pedagogy, wellbeing, UK policy, evaluations

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          Abstract

          This article indicates the range of government interest in wellbeing, briefly describes the emergence of social pedagogy in the UK generally and indicates the part played in it by the UK governments since 2000. This is followed by a short account of the principles of social pedagogy and the profession and education of social pedagogues. There follow descriptions of pedagogy practice, accompanied by examples of government statements (focused on England) that are compatible with these. The article goes on to consider examples where social pedagogy has been introduced into English and Scottish children’s services, drawing on Claire Cameron’s overview of evaluations of demonstration and pilot projects. These evidence some congruence between the practice reported – and its effects – and the recommendations of government on promoting wellbeing. Finally, the article considers the conditions necessary for the continuing growth of social pedagogy, and social pedagogic approaches in the UK.

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          Most cited references 40

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          The Concept of Social Pedagogy in the Field of Social Work

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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 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.
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                Author and article information

                Journal
                IJSP
                International Journal of Social Pedagogy
                UCL Press
                2051-5804
                16 October 2020
                : 9
                : 1
                Affiliations
                Professor Emeritus, UCL Institute of Social Research, Institute of Education, UCL, UK; p.petrie@ 123456ucl.ac.uk
                Article
                IJSP-9-17
                10.14324/111.444.ijsp.2020.v9.x.017
                © 2020, Pat Petrie.

                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.017.

                Page count
                Pages: 13
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                Petrie, P. (2020). Taking social pedagogy forward: Its fit with official UK statements on promoting wellbeing. International Journal of Social Pedagogy, 9( 1): 17. DOI: https://doi.org/10.14324/111.444.ijsp.2020.v9.x.017.

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