new: Animate, care, educate. The core processes of social pedagogy and informal education. Pedagogy can be viewed as a process of accompanying people and bringing flourishing and relationship to life (animation); caring for, and about, people (caring); and drawing out learning (education). Here we explore these core processes.
new: Haltung, pedagogy and informal education: Within informal education and social pedagogy, the character and integrity of practitioners is seen as central to the processes of working with others. Here we explore how the German notion of ‘haltung’ draws together key elements around this pivotal concern for pedagogues and informal educators.
new: Youth sports and non-formal education: Social justice, or social control?: In this piece, Ioannis Costas Batlle explores youth sport as non-formal education and its relationship to neoliberalism, social justice and social control.
new: What is teaching? In this piece Mark K Smith explores the nature of teaching – those moments or sessions where we make specific interventions to help people learn particular things. He sets this within a discussion of pedagogy and didactics and demonstrates that we need to unhook consideration of the process of teaching from the role of ‘teacher’ in schools. There is also a linked piece: key teaching activities.
new in the archives: Tom Lovett – Radical community education. Tom Lovett explores the development of radical community education and explores different models of practice. Different models of recent work are reviewed and some ways forward suggested. This article was first published in 1994.
new in the archives: Paul Fordham – Informal, non-formal and formal education programmes. In this piece Paul Fordham explores the emergence of the influential typology of education programmes as informal, non-formal and formal. The notions are considered in relation to the concern to foster economic development. Particular attention is paid to the characteristics of non-formal education in relation to participation, purposes and methods. Debates around ‘top-down’ and ‘bottom-up’ approaches are also explored.
new in the archives: Stephen D. Brookfield – Self-directed learning. Stephen D. Brookfield explores the notion of self-directed learning. He takes Knowles’ (1975) influential definition as a starting point and then explores some of the problems surrounding the idea. Brookfield highlights two particular characteristics that move the discussion from a technical to a critical realm: authentic control, and access to resources. He argues that it is possible to rescue the term from the individualistic and atomistic narrow uses to which it has sometimes been put.
new in the archives: Paul V. Taylor – Dialogue, conversation and praxis. In this piece Paul V. Taylor examines: dialogue as a norm of behaviour; dialogue as a theory of knowledge; dialogic competence; conversation and interpretation; and praxis as action and reflection.