In this session, we will explore the Lundy Model of child participation (2007) and how space, voice, audience and influence can support participation within social pedagogical practice with all ages. This session will be facilitated by Dan Nester who is a social pedagogue based in North West England and Kirsty Wylie whose background is in Community Education, based in Fife, Scotland.
In Brazil, young offenders are subjected to both non-custodial and custodial sanctions referred to as socio-educational measures; these measures are administered by the Brazilian National System of Socio-educational Services. Recent research data shows that this system primarily serves black male adolescents who come from large families headed by single mothers with low incomes. In this work, we present our reflections on the concepts of socio-education, transgression, and emancipation within the Brazilian Youth Justice System, drawing insights from the works of Paulo Freire, bell hooks, and Karl Marx, as well as the authors’ research conducted at the University of Brasília- Brazil and their professional experiences as a social worker and psychologist in Brazilian public policies related to social assistance and education. We showcase various examples of transgressive educational practices for young offenders and present our perspective on socio-education, as a fundamental principle in human relationships which upholds human rights, promotes human development, and facilitates emancipation.
Teaching diversity in social pedagogy and social work training is vital for promoting inclusivity, cultural competence, empathy and effective practice. It supports students in their personal development and equips them to navigate today’s interconnected world. Inspired by bel hooks’ ‘Teaching to Transgress – Education as the Practice of Freedom’, this presentation (1) describes diversity-reflexivity, an approach that invites diverse thinking of students and teachers and how this could be implemented in preparation for and delivery of diversity training for future social pedagogues and social workers and (2) explores why it is important to embrace diversity as an aspect in professional reflection. Finally, this presentation introduces further aspects of teaching diversity including the need for lecturers to exercise professional and personal reflection and how the teacher’s diversity influences preparation and delivery of diversity training.
There is a growing research interest in the phenomenon non-take-up of welfare-benefits, that is in situations, where people eligible for welfare benefits in the field of health and social care do not receive them for various reasons (Lucas, Bonvin and Humbelin, 2021). The research is mainly quantitative and there is a request for more qualitative research on how people who are so-called recipients of social policies perceive situations where non-take-up happens (Lucas, Bonvin and Humbelin, 2021:174).
Basic for this talk is the notion of transgression from bell hooks understood as: “[…] a movement against and beyond boundaries” (hooks, 1994, s. 12). Marianne explores these boundaries as the limit of my hermeneutic resources as a social pedagogue. In cooperating with people who experience psychoses and who need help centred around their sexuality, Marianne has experienced how difficult it can be to move beyond her own thinking, hermeneutics, and understanding of realities.
The aim of this presentation is twofold. The first one is to give some grounding into the work of bell hooks. The second is to illustrate how bell hooks is relevant to social pedagogy through my interest in how mental images of children living in residential care shape the work of those adults working in children’s home.
With an emphasis on pupil autonomy and empowerment within PE, the goal of Webinar 1 is to present what it means to work together as a group within PE under a Social Pedagogy perspective, so as to strengthen social cohesion and prevent marginalization.
Presenters:
- Alan Ovens, University of Auckland, New Zealand
- Aspasia Dania, National & Kapodistrian University of Athens, Greece
The notion that reward and punishment are the best ways of bringing up and educating children denies the vast array of strong evidence to the contrary and concerns us greatly at SPPA. The English Education Minister, Gavin Williamson, has been calling for greater control and discipline of children and young people returning to the classroom, despite there being no evidence that the pandemic has brought on more unruly behaviour than usual, and masses of evidence that children’s mental health and emotional wellbeing needs more attention now than before.
This webinar presents stimulating contributions from Dr Laura Steckley, University of Strathclyde on threshold concepts, Simon Johr, Coventry Social Services on transforming behaviour support guidance and practice in the fostering service, and Joe Gibb, Compass CFS Scotland on supporting children’s pro-social behaviour in residential childcare.
On Friday the 18th of September, we had an amazing and fun webinar about Sir. Ken Robinson’s legacy. This event was hosted by Robyn Kemp, chair of SPPA trustees, Thure Johansen from Treehouse Associates and Gabriel Eichsteller from Thempra.
As part of the regular lockdown social pedagogy gatherings 2020, Ali Gardner and Lowis Charfe talked about Social Pedagogy in the global crisis. This webinar is a mix of lectures followed by an interactive discussion in which concepts, theory and practice are addressed in an interactive way. This webinar adds to SPPA’s aim of collecting and sharing experiences and evidence of how our profession can ultimately contribute to a more inclusive and empowered society.
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