Animate, care, educate – the core processes of pedagogy. 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 Mark K Smith explores these core processes. contents: introducing pedagogy • accompanying • core processes • …
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Leslie Button and developmental group work. The ideas of Leslie Button were influential in youth work practice and training for over 30 years. He developed a method for both training youth workers and working with young people that became known as developmental group work. He also made a significant contribution to the development of active …
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Casework and the Charity Organization Society. Founded in 1869, the Charity Organization Society (COS) made a deep impact on social work through its advocacy and codification of emerging methods. This, with its focus on the family, and upon a scientific approach provided a key foundation for the development of social work as profession in Britain. …
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Written by Mark Smith, Creators not Consumers first appeared in 1980. We reproduce the complete text Two main themes run through Creators not Consumers. First, there is a concern to encourage young people to get involved in organizing things for themselves. This flows from a belief in the benefits of associational life both for the …
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The introduction to Mark Smith’s exploration of youth work and social education – Creators not Consumers. Rediscovering social education (1982). This booklet has been written to promote discussion about social education. In the twenty years or so since the term first came into common usage there have been a number of developments in youth work …
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Chapter 1 of Mark Smith’s exploration of youth work and informal education – Creators not Consumers. Rediscovering social education (1982) Just after club had finished Neil came into the office and asked if we could organise an ice skating trip. He thought we could easily fill a coach if we charged £1.50 per person. How …
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Chapter 2 of Mark Smith’s exploration of youth work and social education – Creators not Consumers. Rediscovering social education (1982). contents: · breaking down events · opportunism · learning by experience · being participative · the social context · conclusion · [page 12] The skating trip gives us a flavour of what social education might mean …
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Chapter 3 of Mark Smith’s exploration of youth work and social education – Creators not Consumers. Rediscovering social education (1982). contents: · developmental needs · values · conclusion · [page 24] So far we have been looking at a form of youth work that puts learning first. In this chapter I want to ask what makes …
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Chapter 4 of Mark Smith’s exploration of youth work and social education – Creators not Consumers. Rediscovering social education (1982). contents: the politics of developmental needs· what should workers do?· conclusion [page 34] Whilst many of the young people we work with face incredible injustices, are ignorant of their rights and are racist and sexist, our …
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The conclusion of Mark Smith’s exploration of youth work and social education – Creators not Consumers. Rediscovering social education (1982). [page 55] Looking back over the last chapter one word seems to spring out from the pages — the word critical. Its arrival is no accident. Three meanings of the word join together and make …
From Mark Smith’s exploration of youth work and social education – Creators not Consumers. Rediscovering social education (1982). [page 57] I have only listed books or articles that I feel are particularly helpful. Anybody who wants detailed references should contact me c/o NAYC Publications. 1. Bernard Davies : Part-time Youth Work in an Industrial Community …
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Every Child Matters was an English government paper that grew into a wide-ranging and influential strategy for work with children and young people. David Hoyle reviews the statement and resulting strategy, and critiques it. He reveals some profound difficulties for those it touches – especially informal educators. contents: introduction · the genesis of every child …
Within informal education and social pedagogy, the character and integrity of practitioners are seen as central to the processes of working with others. Here Mark K Smith explores how the German notion of ‘haltung’ draws together key elements around this pivotal concern for pedagogues and informal educators. contents: introduction • patience • haltung, Aristotle and pedagogues …
Nel Noddings, the ethics of care and education, Nel Noddings is well known for her work around the ethics of caring, however, she has also added significantly to theory and practice more broadly in education. Here we explore her contribution. contents: introduction · nel noddings – life · caring · caring, schooling and education · …
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Johann Heinrich Pestalozzi: pedagogy, education and social justice. His commitment to social justice, interest in everyday forms and the innovations he made in schooling practice make Pestalozzi a fascinating focus for study. Johann Heinrich Pestalozzi (1746 – 1827). Born in Zurich, Pestalozzi took up Rousseau’s ideas and explored how they might be developed and implemented. …
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Few educators speak of praxis. Those that do tend to link it to the work of Freire. Yet while praxis may not be part of many workers overt vocabulary, practice, a pale derivative, is. So what is praxis and why should educators be concerned with it? contents: · theory and practice · practical reasoning · …
Relationship, learning and education. What is a relationship, and what special qualities are present in social pedagogy and informal education? We suggest that the focus on learning, mutuality and the emotional bond between people are important features of the sorts of relationships that social pedagogues and informal educators are involved in. Contents: introduction · relationship …
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 …
Social education – the evolution of an idea. What is social education and how has it evolved as a practice and as a theory? We explore the emergence of social pedagogy and the different strands of thinking that developed in Britain and the USA. contents: introduction · · conclusion · further reading and references · …
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Social pedagogy: the development of theory and practice. The term social pedagogy has been used to describe a range of work straddling social work and education. Often more holistic and group-oriented than dominant forms of social work and schooling, social pedagogy (sozial pädagogik) has its roots in German progressive education – and is sometimes translated …
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Gertrude Wilson and social group work. Gertrude Wilson was a pivotal figure in the development of the theory and practice of group work during the 1940s and 1950s. Here we briefly assess her contribution. Contents: Gertrude Wilson · on group work · conclusion · bibliography · how to cite this article. Gertrude Wilson (1895-1984) was …
