Social Pedagogy within Key Worker Practice: Community Situated Support for Marginalised Youth (original) (raw)
Related papers
Youth Inclusion and Social Pedagogy: a UK perspective
The European tradition of social pedagogy has, over the last 10 years, been gaining prominence in discourses around welfare in the UK. Initially this was the result of research into the efficacy of social pedagogy in residential services in Europe as compared with the relatively poor outcomes achieved for young people in similar services in the UK. More recently attention has focused on the way youth services could be reoriented if they were to adopt a social pedagogic approach. This paper considers these later developments and looks at how youth work in the UK could be re-energised by the insertion of a social pedagogic framework into the activities of youth workers. It argues for a perspective which moves beyond an individual focus on the young person to one which utilises an approach which recognises structural as well as individual perspectives. The paper suggests that to achieve this we need to draw on notions of the 'Common Third' and underlying commitments to inclusion and creativity Social Pedagogy has been attracting increasing interest in the UK. Hamalainen suggests that 'the basic idea of social pedagogy is to promote people's social functioning, inclusion, participation, social identity and social competence as members of society' (p.76).
Encouraging voices: listening to young people who have been marginalised
Support for Learning, 2004
When provided with an opportunity to reflect upon their experiences of education, young people can o ften offer insights into those procedures and actions which have either supported or inhibited learning. In this article Richard Rose and Michael Shevlin describe how a team of researchers came together with a group of young people from marginalised communities, including those with disabilities, from refugee families or from ethnic minorities to explore the ways in which they had been included or excluded by the education system. The project described involved a team of people drawn from the UK and the Republic of Ireland. Their work focused upon the experiences of young people who were concerned to tell their stories and, in so doing, inform teachers and education policy makers about the steps which may be taken to enable the inclusion agenda to be more thoughtfully addressed.
Editorial: Serving vulnerable and marginalized populations in social and educational contexts
Frontiers in Psychology , 2023
In this editorial, we offer a comprehensive overview of the themes and findings from the Research Topic, emphasizing the significance of addressing the needs of vulnerable and marginalized populations in social and educational contexts. We also explore the research included in the Research Topic, which delves into the unique challenges faced by individuals from diverse backgrounds. This interdisciplinary Research Topic provides evidence-based studies on these groups, focusing on various areas such as education, psychology, emotional wellbeing, social work, health, and welfare issues. We believe that this Research Topic of 26 published articles serves as a valuable resource for cutting-edge research and policy development for a wide range of professionals, including scholars, policymakers, psychologists, educators, sociologists, advocates, and practitioners. We are especially proud that the research and policy articles span diverse cultural, ethnic, and linguistic backgrounds in both developing and developed countries.
Journal of Social Inclusion 3(1) 2012
2016
This is the published version: Goldingay, Sophie 2012, Getting it right in the mix: teaching social work practice skills inclusively to diverse student groups, Journal of social inclusion, vol. 3, no. 1, pp. 101-116. Available from Deakin Research Online:
2015
This chapter explores and examines the ethical dimensions and dilemmas of engaging in practitioner research on a marginalised group – young people experiencing Social, Emotional and Behavioural Difficulties (SEBD) - within the context of a Secondary school in the West of Scotland, situated in an area of multiple deprivation. It examines a wide range of issues pertaining to power and authority, role conflict, identity, subjectivity, boundaries, communication, confidentiality, anonymity, child welfare and the integrity of the research process. It sets this within the context of an evaluative case study of an intervention, developed and implemented by the author with a team of volunteers (principally Pastoral Care and Behaviour Support Teachers), to support children with SEBD. The key messages are for the need to adopt a reflexive and sensitive approach, taking account of culture and context and, at all times, to be guided by the highest ethical principles of respect, openness, honesty...
British Journal of Social Work, 2010
His main research topics are social pedagogy and youth work. Lieve Bradt is a Ph.D. student at the Department of Social Welfare Studies at Ghent University. Her main research topics are restorative justice, social work and social pedagogy. Rudi Roose is assistant professor at the Department of Social Welfare studies at Ghent University. His main research topics are social work theories, social pedagogy and children's rights. Maria Bouverne-De Bie is professor at the Department of Social Welfare Studies at Ghent University. Her main research topics are social pedagogy and social work and welfare rights.
Education policy in Australia has accelerated its aim to increase participation of under-represented groups in tertiary education including students who are culturally and linguistically diverse and have low socio-economic status. These students generally have not had prior access to privileged academic discourse, which can further disadvantage them in their participation and progress in tertiary education. In this article, we outline a cross-discipline curriculum initiative and pedagogy that draws on critical literacy and the metaphor of discourse community to integrate language and academic skills into community services qualifications. We argue that this -supports the genuine participation of under-represented (non-traditional) students. It aspires to not only support students' entry into the new academic terrain, but to enable students to adopt a critical stance to the discourses in which they are learning to participate. This we argue is crucial, when expertise is not just a way of meeting its ostensible purposes, but is also a way of exercising power. Although we report on the application of this initiative to entry level curricula (Diploma), we suggest that it has relevance and application to Bachelor levels in a range of disciplines, both in supporting pedagogy and for transition to Bachelor level study.
British Educational Research Journal, 2019
Concerns have been raised internationally about whether alternative learning programmes are producing low-skilled labourers for rapidly disappearing twenty-first-century jobs. Researchers claim that learners in alternative programmes are more at risk due to the focus on low-level vocational and basic skill attainment, with a lack of formal academic pathways available to them. This article questions whether and in what ways an alternative learning programme supports young people to achieve successful transitions to sustainable social mobility for informed citizenship through a holistic approach to learning; or if class stratification is being re/enforced through systems' accountability discourses. Hesitant hopes in alternative learning are explored through an ethnographic study of one alternative learning programme across five sites in regional Australia. Contextually, not-forprofit community agencies provide physical infrastructures as well as youth workers and volunteers, while a publicly funded School of Distance Education provides teacher oversight of the curriculum. Findings suggest that the theme of 'hesitant hope' is constructed through the analysis of the discourses of supporting wellbeing, life skill development and academic learning. These discourses facilitate further analysis of the concept of social mobility, suggesting a conceptual starting point for an engaging critique of the differing perspectives on how support could be providing these marginalised young people with a sense of hope for a socially mobile future.