Shure, J.; (2024) Social pedagogy in the United States: eleven dimensions. International Journal of Social Pedagogy , 13 (1) , Article 17. 10.14324/111.444.ijsp.2024.v13.x.017.

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Abstract

Social pedagogy can be understood conceptually as an interdisciplinary approach that considers the underlying social contexts in learning and development. Despite social pedagogy’s global traction, it remains relatively unknown in the United States. This article highlights the potential for social pedagogy to develop uniquely in North America, emphasising the importance of equipping students with both academic content and social awareness. The article examines existing literature through a pragmatic lens, bridging US educational practices that are not categorically termed social pedagogy with international social pedagogy research. It provides an overview of social pedagogy, focusing on how its critical branch promotes democracy through active participation. The article also explores the foundations of the US education system in progressive education. Jane Addams’s writing and works lay the footing for this understanding, particularly in how social pedagogy plays a role in supporting the educational and social needs of the immigrant population. Eleven dimensions of social pedagogy within the US education system are identified. These dimensions include critical reflection, student empowerment, cross-generational opportunities, cooperative learning, integrated schools and classes, generative themes, healthy relationships, dialogue, a student-centred focus, problem-posing and the exploration of cultural narratives. Further research is needed to advance the understanding and application of social pedagogy in the United States, particularly for immigrant students.

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