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Social Pedagogy: An Approach Without Fixed Recipes

Rothuizen, Jan Jaap; Harbo, Lotte Junker; (2017) Social Pedagogy: An Approach Without Fixed Recipes. International Journal of Social Pedagogy , 6 (1) pp. 6-28. 10.14324/111.444.ijsp.2017.v6.1.002. Gold open access

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Abstract

A historical and theoretical reconstruction of the specificity and peculiarity of the discipline of social pedagogy, as it has developed in Denmark. Social pedagogy takes its departure from the idea that the individual person and the community are complementary but at the same time opposed to each other, so the task of social pedagogy is rebalancing the dynamics between the two. Social pedagogy is also characterised as a discipline with three dimensions: a practical dimension, a theoretical dimension and a professional dimension. The professional’s task is neither to apply theory in practice nor to uphold the usual practice; it is to mediate between theory and practice. The specificity of the discipline gives rise to particular challenges and dilemmas that theorists make understandable and transparent and practitioners have to deal with. A big challenge for social pedagogy is the quest for evidence-based methods that overrides the specificity of the social pedagogical approach. Balancing different forms of knowledge implies that programmes and methods are used as inspiration that can be contained in a social pedagogical approach.

Type: Article
Title: Social Pedagogy: An Approach Without Fixed Recipes
Open access status: An open access publication
DOI: 10.14324/111.444.ijsp.2017.v6.1.002
Publisher version: https://doi.org/10.14324/111.444.ijsp.2017.v6.1.00...
Language: English
Additional information: © 2017, The Author(s) • This is an Open Access article distributed under the terms of the Creative Commons Attribution License (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
Keywords: democratisation; participation; social inclusion; social pedagogy; well-being; pedagogical relationship; professionalism
URI: https://discovery-pp.ucl.ac.uk/id/eprint/10024615
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