In this webinar, Dr Alison Clark presents the initial findings of a two year study: ‘Slow knowledge and the unhurried child’.
The study, funded by the Froebel Trust, explores the contemporary context of early childhood education and alternative approaches to the discourse of measurement. It also explores where ‘slow practices’ are happening now and in the past.
The research focuses on key interviews with early childhood and primary researchers, practitioners and advisors across 11 countries: England, Scotland, Wales, Norway, Japan, Denmark, Portugal, Israel, USA, Canada and Australia.
In this talk, Dr Clark explores definitions of slow knowledge and slow pedagogies. She will raise questions about the possibilities and challenges of placing time, as well as the spatial dimensions of early learning, centre stage.
While social pedagogy is undoubtedly concerned with what happens in everyday practice, it is equally concerned with how societal and institutional structures and systems contribute to or cause inequalities. As social pedagogues/social pedagogy practitioners and educators we have a responsibility to make ourselves aware of and actively challenge political powers in the fight for social justice and equality.
This webinar explores social pedagogy concepts and practices from Germany and England. The emphasis is on spatial approaches and its links to social pedagogy. There is a Keynote lecture by Prof. Christian Spatscheck from the University of Bremen, followed by an interactive discussion in which experts from the field architects and participants had the opportunity to reflect about their own practice and explore the links and divergences of social pedagogy.
On 21st February 2018, Lowis Charfe and Ali Gardner from the University of Central Lancashire’s School of Social Work, Care and Community delivered a webinar entitled ‘Going back to a new way of doing’. The webinar explored the ways social pedagogy links into to social work practice and the practical benefits of applying. It explored practice across the life-course including the adult sector in relation to the Care Act 2014. The speakers talked about how students on the social work degree at University of Central Lancashire used social pedagogy as part of their practice in their final third year placement. SPPA would like to apologise for technical experience during the recording which means from 10:25 to 45:25 viewers will experience an occasional pop-up on screen.
The International Journal of Social Pedagogy (IJSP) was set up in October 2012 to further the discourse about social pedagogy. The journal welcomes articles that demonstrate innovative contributions which can show the dynamics and the potential of social pedagogy. We therefore accept contributions from researchers, scholars, educators, policy-makers, and practitioners in social pedagogy and related fields. In this webinar, Ian Caswell from the IJSP shares advice and guidance on how you can contribute to the journal. There was a Q&A for those interested in submitting to the journal, led by SPPA Trustee Robyn Kemp. Open-to-all, this webinar will advise you on making a contribution to the IJSP, whether through a thought piece, conversation transcript or practice paper.
Social pedagogy is developing in the UK as a relationship-based approach to working with children and young people, and increasingly other groups of people. We hear stories of how relationships are transformed, outcomes are improved and staff are motivated to give of their best. But we also hear how the organisations in which we work are not aligned to social pedagogy approaches, how they focus on risk rather than opportunity, process rather than people, and planning rather than transformational change. This webinar considers ways of thinking about organisations, their routines such as business planning, strategic planning and organisational restructuring, that go with the grain of social pedagogy, and help to create the conditions in which relationship based approaches can thrive.
In this webinar, Jameel Hadi looks at how involvements in leisure activities promote the strengths and collaboration of young people. This contrasts with partial and targeted approaches to participation that prioritise issues of voice over activity. Social pedagogy can help validate many examples that exist within health, social care, children’s service and community sectors of using creative activities. In doing so it enables us to reconnect with the UK traditions based in association and social education.
Through the webinar, Prof Pat Petrie discusses the many countries in which the arts have a special place in the education of social pedagogues. She explores why they are valued and how arts agencies, in their work with children and adults can draw on social pedagogic principles, using the artist pedagogue framework. The webinar draws on studies and evaluations conducted in this country by Pat and her colleagues.
On 6th July, Lowis Charfe, Course Leader at University of Central Lancashire delivered a webinar for SPPA on experiential learning and practice. One of the key principles of social pedagogy is about growing and developing from our experiences and reflections. It’s about applying theory into practice. In the webinar, Lowis shared her experience at UCLAN in using experiential and creative ways of teaching based on social pedagogical principles to help her students begin to apply theory to their everyday practice. Her students shared the benefits of experiential learning, too. Read more.
Through this webinar, Sylvia and Gabriel from ThemPra, outline the importance and benefits of taking risks, explaining how practitioners can support children and young people in developing greater risk competence. They will explore the place of risks within learning processes and why being exposed to risks can actually help children to LEARN how they can keep themselves safe.
