1. Learning and Teaching Social Pedagogy Claire Cameron Thomas Coram Research Unit

2. Diversity of social pedagogy in Europe Social education, social pedagogy, educateur, erzherin Fragmented, diverse across sectors – but an inner coherence AEIJI: Level 1: social work as an overarching concept Level 2: established professional roles such as social worker, pedagogue, educator Level 3: specialised work with particular client groups

3. EU coverage – AEIJI survey Level 1: 8/30 (incl UK) social work Level 2: 19/30 have occupation of social educator/pedagogue (incl both parts of Belgium) Level 3: 4/30 have specialised role e.g. Norwegian Child Welfare pedagogue General directions: Pedagogy /social pedagogy or Social work/social pedagogy

5. Three orientations of social pedagogy A pedagogy focused on societal conditions of education and human development Representing the idea of community based education highlighting the importance of community in education and human development A pedagogy contributing to welfare, focusing on disadvantaged, poor, oppressed peoples, aiming to prevent social exclusion and advance social inclusion (Hämäläinen 2012)

7. SP curricula aiming at Situational knowledge: educate professionals in education and upbringing for work in settings, often characterised by disadvantaged children, young people and families Multi-disciplinary knowledge bases How to be and act: creating a social pedagogical mindset and suite of activities – values, skills and competences

8. A multi-disciplinary training KnowledgeSkills (examples) What is our image of the child how do we think about youth as a stage of life? Anthropology Philosophy Multi-perspectival discourse and dialogue Exclusion/inclusion – how to understand the implications of policy and practice aimed at Social policyAnalysis of documents and ideas Understanding individual development and wellbeing Psychology Pedagogy Sociology of childhood Youth culture Empathy Situational contingency – it depends Rights / participation Relationships – how to foster positive Sociology of childhood Social psychology Self-reflection Activities Working in groups – how to communicateOrganisational sociology and organisational psychology Activities Group-reflection

9. Haltung: practice ethics Beliefs and values Visible through interaction and dialogue Authenticity Reflection, analysis on practice Constructive problem solving innovation Practitioner mindset

10. ‘We felt it was important not to simply explain pedagogy to them, but to let them feel and experience it as much as possible through diverse activities, so that they could personally relate to pedagogic concepts and fully grasp the sense of pedagogy. A key factor in this approach was to bring our participants together as a group and to facilitate group dynamics so as to bring to life the benefits of working in groups. Consequently, participants were not passive recipients but actively engaged in the training, and thanks to their eagerness to play an active part the training has worked out exceedingly well.’ Developing one’s haltung – ethical standpoint Connecting values and action to reflection Learning through doing – dialogue and activities in groups Eichsteller and Holthoff (2007)

11. Developing critical reflection skills Circles of Change Deconstruct: What? Who? Confront: What? How? Theorise: Why? Think otherwise: What next?

12. Try it out: What practice have you noticed that you want to know more about? What do others think? Why is it like that? How could it be different?

13. Curricula examples Section 2

14. Case study 1 Alice Solomon University Berlin Aim: the student develops and realizes action plans, uses theory to justify professional action, reflects critically on work Social pedagogy is part of social work Semesters 1-3: basic knowledge, legal and ethical principles Semester 4-5: options and specialisms Semester 6-7: writing the BA thesis Practice placement: 26 weeks (1 of 4 weeks; 1of 5 months) International: can take placements abroad; and classes in English or Spanish 3 months+ practical experience necessary for entry

15. Case study 2: BA Social Education, DK Aim: a general programme within a specific occupational, functional or academic field Work with children, young people, adults in educational, health, support, leisure & crime prevention settings 210 ECTS, 7 semesters; general start and subsequent specialisation in a) children and young people; b) people with reduced functionality; c) people with social problems Educational theory and practice; Danish culture and communication; individual, institution and society; and either health, body and society or expression, music and drama; or arts and crafts, science and technology Practice placements: 3 - 15 months in total International: can take placements abroad; option to have exams in Norwegian, Swedish or English

16. Case study 3: Slovenia Aim: equip students for quality preventive, developmental, compensatory, educational and socially inclusive social pedagogical work in institutional and informal environments 4 years, 240 ECTS Theoretically reflective analysis of social phenomenon, institutions and practice – theory of education, rehabilitation, social integration, psychology, sociology, Emphasis on intercultural and anti-discriminatory practice – social inclusion, criminology, philosophy of education Acquisition of transferable knowledge – management, social policy, methodologies Electives from wide range of possible topics

17. Case study 4: BA Social Pedagogy, UK Aim: animating, facilitating and deepening learning and development with young people and adults Work in group living, community development, play, young people 3 years; 18 modules Year 1: social context, human growth and development, pedagogy, management, reflection on professional practice Year 2: counselling skills, group work, developing social pedagogy, practising management, reflection on practice Year 3: professional judgement and ethics, community learning and development, researching social pedagogy, reflection Wide range of teaching and assessment methods Practice placements in each year of study

18. Conclusions: SP curricula Theory-practice-experience embedded Practice placement emphasis varies Focus of course varies but in all: –Academic –Haltung and reflection skills –Experiential learning –Changing life conditions – both critique society and learn to live within society