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National child welfare systems are often unalike in their orientation, and can be understood comparatively. Influenced by the principles of historical institutionalism, this article contrasts early German and English child welfare legislation. The first national German system was based on a statute rarely discussed in English-language social work histories: the Reichsgesetz für Jugendwohlfahrt (National Youth Welfare Act). This legislation came into force in 1924, systematically uniting comprehensive services related to childhood. The law is examined in the context of its contemporaneous cultural, political and academic discourses, and contrasted with English developments. The intentions of the legislation-drafters, as well as ideas specific to German-language discourses such as Erziehung (child-raising) and Verwahrlosung (presenting the effects of abuse/neglect) are investigated to cautiously explain divergence from the English child welfare system that institutionalised later. The article concludes by suggesting that the differing classifications of German and English practices in modern child welfare typologies (a family service versus child protection orientation, respectively) echo differences already evident in the two systems' early and mid-twentieth-century legislation. The 1920s conceptual broadening of German child welfare to encompass prevention, universal support and social pedagogic approaches is still visible today, and shapes modern understandings of social work in that country. [ABSTRACT FROM AUTHOR]

This article discusses the notion of a 'morally equipped' childhood and adolescence, and how such a notion can help us get a fresh perspective on the relation between young people's participation and empowerment, and the formation of personal and the collective moral repertoires of modern society. Utilising a mixed-methods approach inspired by the sociology of conventions (SC) and the sociology of regimes of engagement (SRE), we analyse letters to the editor of the Norwegian children's newspaper Aftenposten Junior, to investigate the formats of children's generalised moral arguments. We demonstrate that our informants exhibit a broad moral sensibility in the letters we have analysed, particularly showing keen engagement with issues related to civic rights. We discuss the young participants' expressions in the light of convention theory. We make a case for how becoming 'morally equipped' could be understood as being able to engage, challenge, and articulate the tensions and negotiations between personal formats of daily experiences and interactions, and collective formats, such as public expressions, throughout childhood and adolescence. [ABSTRACT FROM AUTHOR]

The article is aimed at clarifying one of the essential aspects in the professional profile of the social pedagogue, namely his educational role and functions. The work of the social pedagogue is primarily aimed at helping people, groups, communities at risk in the direction of improving the quality of life, social inclusion, self-realization. Therefore, the training of the specialists to provide educational support is essential for their success. The material examines different approaches to structuring the profile of social pedagogues, including philosophy, competence and culture, and, based on theoretical and empirical data, their content elements are argued. [ABSTRACT FROM AUTHOR]

The article presents main trends in the development of social pedagogy as a science, academic discipline, specialty and practice in the first decades of the 21st century. Distinctive in the process of self-determination of social pedagogy is the clarification of its relationship with social work in all its manifestations. The theoretical study emphasizes the conceptualizations of social pedagogy in the UK, Germany and Bulgaria, as well as the results of an international comparative study. Among the trends in Bulgaria, the idea of developing social pedagogy as a metascience stands out. In this regard, the author’s idea of elaborating this perspective based on the scientific principles of Immanuel Kant’s critical philosophy is shared. [ABSTRACT FROM AUTHOR]

This article explores the problems in the development of social pedagogy in Germany over the last three decades, analysing the features and trends in three directions: social pedagogy as a science, as a professional field and as the training of professionals. The main social pedagogical theories are analysed in the context of their common descriptive and normative aspects. The problems of the expanding field of realization of social pedagogy as a profession and the peculiarities in the training of specialists in the united specialty Sociale Arbeit are highlighted. [ABSTRACT FROM AUTHOR]

Old, often neglected downtown neighborhoods are usually the salt of the city, the center of its original culture, and the area of an authentic community anchored in traditional values as: an ethos of work, loyalty, multi-generational family, independence. In the process of city regeneration, instead of making urban space more attractive, such neighborhoods are treated as an obstacle and therefore subjected to various forms of oppression (spatial, political, discursive). On the basis of those negative diagnoses, a project of participatory action and learning has been constructed, the goal of which is individual and structural empowerment of disadvantaged neighborhoods (communities) as well as action learning opportunities for social work/social pedagogy students. The locality development makes communities more effective in resisting the oppression of large municipal investments. The plan assumed a joint action (academics, practitioners, students, city officers, inhabitants) of rebuilding the historical and social pride of the communities and then including them as active and important elements of the city also in terms of the labor market and political power. Other important goals were a participatory model of social work education (field-based research learning) and an increase in social recognition of disadvantaged neighborhoods (political result). [ABSTRACT FROM AUTHOR]

Copyright of Pedagogía Social is the property of Pedagogia Social and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper undertakes a select survey of international literature to identify the points of convergence that support common understanding – and debate – amongst youth workers, researchers and policy makers in regards to definitional commonalities in professional youth work. We find that non-formal education, framed by human rights, appears to offer definitional common ground for youth work practice globally. Drawing on the Australian context to ground the discussion, the paper considers how revision of key definitional documents to reflect the pedagogic basis of youth work could inform the tertiary level training and preparation of youth work students and the state-based codes of ethics that inform and regulate professional youth work practice. This is important for professional youth work in Australia as the only nationally agreed statement on youth work currently lacks a pedagogical definition. While precisely categorizing the practices and programs used by youth workers remains a challenge, there is much common ground found amongst the non-formal and informal education conceptualisations of youth work internationally. While there are differences in the way professional youth work is delivered across countries and jurisdictions, there appears to be an agreed underpinning pedagogical framework, often referred to as social pedagogy, which is commonly applied, and informs the practices and programs delivered to the diverse and complex young people who benefit from them. [ABSTRACT FROM AUTHOR]

Copyright of Sozial Extra is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Sozial Extra is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

There is international interest in approaches to social work focussing on human development and service users’ real freedoms to act. One such example, established in social work, is the capabilities approach. This paper introduces a related, but internationally less well-known concept from German-language philosophy of education discourses, Bildung. It argues that Bildung represents a valuable additional framework for understanding social work in terms of human growth and human flourishing. The concept of Bildung has taken many forms. The term’s changing notions are sketched, starting from its late enlightenment-period origins. Two particular variants are highlighted: the original 18th-century Bildung, which focussed on helping the individual reach a state of agency and Mündigkeit (maturity), a late 20th-century critical theory-influenced Bildung, which focussed on the relationship between the growth of the individual and the society of which they are part. A brief consideration of the capabilities approach provides a context for this discussion of Bildung, with parallels to the capabilities approach noted in the course of outlining Bildung theories. It is suggested that due to their shared tenets, both variants of Bildung can be seen a single concept, one with a strong conceptual closeness to the capabilities approach. When applied to social work, Bildung suggests a shift away from thinking about the person in terms of utilities and outcomes, towards instead an understanding of a person’s humanness in their freedom to choose their own path and become the author of their own life. To conclude, consequences for a Bildung-informed social work are considered. Four are highlighted: the role of the social worker stimulating the service user’s dispositions in the context of their social environment; shifting to a relationship-oriented practice, centring on direct work; utilizing community settings in practice and the importance of refraining from using guidance, persuasion and coercion.

The aim of this article is to present the issues of the family in relation to the scientific achievements of Prof. Helena Radlińska. In the course of the research, the descriptive research method was used. This was accompanied by a cross-sectional analysis of the documents. The subject of the conducted research were family issues, considered from the point of view of social pedagogy. The subject of the research was the family and people creating the family life environment. The summary of the analysis are the directions of further research, the effects of which will facilitate the creation of theoretical foundations for models of assistance, care, support and family development.

Teaching diversity in social pedagogy and social work training is vital for promoting inclusivity, cultural competence, empathy and effective practice. It supports students in their personal development and equips them to navigate today’s interconnected world. Inspired by bell hooks’s Teaching to Transgress: Education as the practice of freedom, this article describes diversity reflection – an approach that invites students’ and teachers’ diverse thinking – and how it can be implemented in preparation for and delivery of diversity training for future social pedagogues and social workers. The article also explores why it is important to embrace diversity as an aspect in professional reflection. It outlines how such reflection should take place on a micro, mezzo and macro level. Finally, it introduces further aspects of teaching diversity, including the need for lecturers to exercise professional and personal reflection and how the teacher’s diversity influences preparation and delivery of diversity training.

Against the background of current multiple crises, above all the social-ecological crisis, the question arises how the phase of adolescence and its arrangement in fields of social pedagogy/social work are affected by this. Quantitative research shows that many young people are worried about the future because of the climate crisis. These surveys also show that the experience of the crisis is embedded in class and gender relations. However, there is a lack of qualitative research on this issue in general and on social pedagogical responses in particular. This article develops a perspective for social pedagogical research that focuses on both the affective and the social dimensions of adolescence. On this basis, initial reflections are made on the significance of the social-ecological crisis for negotiating adolescence between professionals and adolescents in the field of Open Child and Youth Work.

Ableism, a system of thought that creates notions of normality based on abilities and ability expectations, is closely tied to capitalist logics that promote the productive citizen. While the pursuit of certain abilities is a fundamental part of any society, the individualisation of abilities and the coercive character of some ability expectations marginalise people differing from the ideal citizen as unprofitable and burdensome. Through issues of access to various social support services and through social practice within in the welfare system, the need to consider ableism and its consequences in social (work) pedagogy becomes apparent. The aim of this theoretical essay is to emphasise the relevance of ableism in social (work) pedagogy by linking ableism theory to critical debates in social pedagogy/social work. I first describe the concept of ableism and its roots in Disability Studies, but also its relevance exceeding them. Second, I argue for anti-ableism as a critical pedagogy and third, I elaborate its relevance in the context of social work by drawing on examples of structural ableism evident in youth vocational support and homeless services. Finally, I explain how anti-ableism may be anchored in social (work) pedagogy. [ABSTRACT FROM AUTHOR]

The inclusion of citizens in social work education was initiated over 30 years ago and continues to travel a ‘long and winding road’. Social work education in the UK faces increasing pressure from a range of stakeholders including citizens who use services, regulatory bodies and the media to demonstrate that newly qualified social workers are competent and uphold public trust. While social work education and practice within England and Wales draw on similar traditions in theory and practice, there are important differences in the national and institutional frameworks within which they operate. This article illustrates some of these differences through a focus on social work education provision in one English and one Welsh university. Drawing on the experience and views of the student participants, we examine the benefits of creative approaches that promote citizen involvement and suggest how European traditions can contribute to this process. We define key terms and summarize the literature, followed by presentation of the results and identification of the key learning. We identify that emancipatory models of education can encourage recognition of learners’ different strengths and can help to assist social work students’ readiness for practice. Finally, we acknowledge the need for cost-benefit outcomes research into if and how citizen coproduction influences subsequent service delivery. [ABSTRACT FROM AUTHOR]

This study consists of a review and analysis of materials, such as books and scientific articles, in order to acquire information and knowledge about Paul Natorp's Social Pedagogy. Natorp (1854-1924) was a German philosopher and pedagogue, considered one of the founders of the Marburg School. He was an advocate of social pedagogy, which emphasizes the importance of education in shaping a more just and equal society. His most well-known work is "Sozialpädagogik," published in 1905, in which he argues that education is a means of social and cultural transformation. The main objective of this study is to present the philosophical principles of Natorp's social pedagogy. The content provided is the result of analyses that delve deeper into Natorp's theories on Social Pedagogy, based on Plato and Pestalozzi. It is a qualitative bibliographic study that encourages the adoption of social education practices in connection with Natorp's concept of education. As a result, it is essential to build an ethical exercise that goes beyond the norms taught in schools. Thus, social pedagogy is defined as a notion that encourages examination and socializes possibilities so that everyone can see more and better than they wish to perceive. In summary, this study argues that education belongs to individuals who work together to create a more just, diverse, and socially just society. [ABSTRACT FROM AUTHOR]

Copyright of Family Upbringing / Wychowanie w Rodzinie is the property of Family Upbringing Editorial Board / Redakcja czasopisma Wychowanie w Rodzinie and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

There is international interest in approaches to social work focussing on human development and service users’ real freedoms to act. One such example, established in social work, is the capabilities approach. This paper introduces a related, but internationally less well-known concept from German-language philosophy of education discourses, Bildung. It argues that Bildung represents a valuable additional framework for understanding social work in terms of human growth and human flourishing. The concept of Bildung has taken many forms. The term’s changing notions are sketched, starting from its late enlightenment-period origins. Two particular variants are highlighted: the original 18th-century Bildung, which focussed on helping the individual reach a state of agency and Mündigkeit (maturity), a late 20th-century critical theory-influenced Bildung, which focussed on the relationship between the growth of the individual and the society of which they are part. A brief consideration of the capabilities approach provides a context for this discussion of Bildung, with parallels to the capabilities approach noted in the course of outlining Bildung theories. It is suggested that due to their shared tenets, both variants of Bildung can be seen a single concept, one with a strong conceptual closeness to the capabilities approach. When applied to social work, Bildung suggests a shift away from thinking about the person in terms of utilities and outcomes, towards instead an understanding of a person’s humanness in their freedom to choose their own path and become the author of their own life. To conclude, consequences for a Bildung-informed social work are considered. Four are highlighted: the role of the social worker stimulating the service user’s dispositions in the context of their social environment; shifting to a relationship-oriented practice, centring on direct work; utilizing community settings in practice and the importance of refraining from using guidance, persuasion and coercion. [ABSTRACT FROM AUTHOR]

Temporary spaces for unlikely encounters can function as an antidote for polarization. - Keeping the skills for dialogue alive requires spaces for practicing dialogic capacities. - Participatory theatre has pedagogical potential as a space for dialogue on social and political issues. - Public social pedagogy could be useful in embracing new types of citizenship education in the public sphere. Purpose: This study considers the pedagogical dimensions of an event concept that combined participatory theatre and social scientific research to approach questions relating to ethnic relations and racism. The article aims to establish, with the help of a practical case example, the notion of public social pedagogy. Approach: Ethnographic research on 24 participatory theatrical events. The analysis utilizes the taxonomy of public pedagogy by Gert Biesta to provide an empirically informed theoretical 'autopsy' of the events. Findings: The analysis shows the pedagogical and societal importance of fostering encounters, encouraging communal discussion and nurturing dialogic competencies. Public social pedagogy would specifically address pedagogical processes relating to the public sphere, which revives the tradition of public deliberation. Practical implications: The study directs attention to pedagogical processes within the public sphere which have not been very prominent in social pedagogy or citizenship education. The autopsy of the participatory theatrical events provides perspectives for similar artistic interventions. [ABSTRACT FROM AUTHOR]

Copyright of Pedagogía Social is the property of Pedagogia Social and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bordón: Journal of Education / Revista de Pedagogía is the property of Sociedad Espanola de Pedagogia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Trabajo Social is the property of Universidad Nacional de Colombia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Forum Pedagogiczne / Pedagogical Forum is the property of Uniwersytet Kardynala Stefana Wyszynskiego w Warszawie and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Forum Pedagogiczne / Pedagogical Forum is the property of Uniwersytet Kardynala Stefana Wyszynskiego w Warszawie and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Soziale Passagen is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Soziale Passagen is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

• Temporary spaces for unlikely encounters can function as an antidote for polarization. • Keeping the skills for dialogue alive requires spaces for practising dialogic capacities. • Participatory theatre has pedagogical potential as a space for dialogue on social and political issues. • Public social pedagogy could be useful in embracing new types of citizenship education in the public sphere. Purpose: This study considers the pedagogical dimensions of an event concept that combined participatory theatre and social scientific research to approach questions relating to ethnic relations and racism. The article aims to establish, with the help of a practical case example, the notion of public social pedagogy. Approach: Ethnographic research on 24 participatory theatrical events. The analysis utilizes the taxonomy of public pedagogy by Gert Biesta to provide an empirically informed theoretical autopsy of the events. Findings: The analysis shows the pedagogical and societal importance of fostering encounters, encouraging communal discussion and nurturing dialogic competencies. Public social pedagogy would specifically address pedagogical processes relating to the public sphere, which revives the tradition of public deliberation. Practical implications: The study directs attention to pedagogical processes within the public sphere which have not been very prominent in social pedagogy or citizenship education. The ‘autopsy’ of the participatory theatrical events provides perspectives for similar artistic interventions.

The Covid-19 pandemic brought into sharp focus the complexities and challenges facing social work and social care organisations. Using theory, ethics and practice, this article aims to critically explore an ethical and relational approach to leadership that can help navigate complexity in social work in the UK. Explaining the emerging Human Learning System, this article argues that this paradigm can offer an alternative to the new public management, with its focus on the three core aspects of markets, matrix and management. Key to this discussion is the social pedagogy leadership framework, which aims to assist the navigation of complexity in direct practice and support positive organisational cultures and systems as discussed within the Human Learning System. The leadership framework is informed by the principles of social pedagogy, which are seen as an ethical philosophical approach to leadership and direct practice. It places human relationships and rights within the everyday and at the heart of leadership and organisational change – as Berit Bae has stated, human rights must be applied in the everyday, not just in certain situations. Using the philosophical principles and core ideas of social pedagogy and the Human Learning System, the framework is designed to support leadership, which is relational and ethical at its core, while also assisting the navigation of uncertainty and the complexities of the work undertaken by modern social work and social care organisations. [ABSTRACT FROM AUTHOR]

In the USA, university-situated teacher education programmes are hierarchical, with tiers of students and faculty progressing through ranks that structurally confer power. Teacher education programmes purporting to engender democratic ideals must remake teaching and learning spaces to encourage the teachers that they prepare to do the same in their pre-school through to twelfth-grade classrooms and schools. In this article, we explore social pedagogy in a US context, describing the work of a tenured teacher educator, two graduate students and more than 40 undergraduate students as they experimented with practices of democratic education in a midwestern US land-grant university elementary literacy methods course. We centre our analysis on three questions: How do efforts to democratise a teacher education literacy course influence teaching and learning? What is the nature of those efforts? How do different social actors in the course make and remake space? We then present three findings that speak to the work of unlearning institutionalised norms that sustain hierarchical teaching and learning relationships and that demonstrate the nature of a maieutic disposition in bringing to life more democratic conceptions of teaching and learning. We illustrate throughout the overlaps between democratic education and social pedagogy. [ABSTRACT FROM AUTHOR]

The main research problem posed by the authors of the study is contained in question: 'What views do Warsaw students have on LGBT+ over time? Manifestations of intolerance towards this social category at the end of the second decade of the 21st century age in Poland'. Detailed research problems were contained in the questions about the knowledge of students about LGBT+ and the attitude of the respondents to this social category concerning the different aspects of social life. The main research hypothesis assumed that the surveyed students had a positive attitude to LGBT+, but their knowledge of it leaves much to be desired. The survey method was used to implement the above research assumptions diagnostic and survey technique. Survey questionnaires contains 22 substantive questions and the same number of identification questions, characterizing the studied students. [ABSTRACT FROM AUTHOR]

Copyright of Social Pedagogy / Pedagogika Społeczna is the property of PEDAGOGIUM Wyzsza Szkola Nauk Spolecznych w Warszawie and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Groupanalytic courses are still a rarity at universities. Yet they provide crucial opportunities for self-reflection and understanding of group dynamic processes and unconscious dynamics in and between groups in various courses of study. Therefore, they are not only valuable as a therapeutic offer or as a possibility for self-reflection, but also provide access to dimensions of profound understanding of psychological and psychosocial dynamics in social and cultural studies as well as in all pedagogical courses. Against the background of her own experiences with three specific group-analytic offers, the author presents the work in the respective settings and shows the epistemological benefits as well as the personal learning experiences of these ways of working. [ABSTRACT FROM AUTHOR]

This paper will argue for routine, reciprocal and meaningful partnerships between the University and the local community. Participation in both policymaking and the generation of knowledge has traditionally been dominated by over-represented groups, drawing on the limited expertise of professionals and practitioners. However, an increasing body of research indicates that the inclusion of individuals and communities living with disadvantage enhances the effectiveness of policymaking, delivery of services and generation of research. With a particular focus on the social sciences, this paper argues that the business of Universities - teaching, learning and research – must have a greater regard for the local community and the voluntary, community, faith and social enterprise sector (VCFSE) if they are to play a role in bringing about radical social change. This is even more crucial in the face of wicked problems, such as entrenched poverty, the mental health crisis in young people and the climate crisis, that require a multi-disciplinary, multi-organisational and multi-actor approach to generating solutions capable of disrupting the status quo. Drawing on the principles of coproduction, critical pedagogy and social pedagogy, and rejecting the concept of ‘employability’, this paper will argue that Universities need to pay more regard to local knowledge and the lived experience of those communities most affected by the consequences of wicked problems. This would promote a community- centric approach to research and pedagogy – and the nurturing of graduates that do not just ‘fit into’ the capitalist culture of consumerism that is killing us. Otherwise the potential for social change will be limited, the environment will continue to degenerate and social inequalities will persist. [ABSTRACT FROM AUTHOR]

The aim of this study is to analyse in a diachronic and synchronic perspective the way in which the educational paradigm of helping (helping to self-help) influences the relations between social pedagogy and social work as sciences and as practical helping disciplines interacting in a common professional field. The referential frame constitutes of the thesis that, as sciences and as helping practices, both social pedagogy and social work today are based on the values of human dignity, justice, and equality and on a developmental approach to helping. The conceptual similarities and differences between social pedagogy and social work in terms of their historical development, scientific, and practice-professional profile are discussed.

In the USA, university-situated teacher education programmes are hierarchical, with tiers of students and faculty progressing through ranks that structurally confer power. Teacher education programmes purporting to engender democratic ideals must remake teaching and learning spaces to encourage the teachers that they prepare to do the same in their pre-school through to twelfth-grade classrooms and schools. In this article, we explore social pedagogy in a US context, describing the work of a tenured teacher educator, two graduate students and more than 40 undergraduate students as they experimented with practices of democratic education in a midwestern US land-grant university elementary literacy methods course. We centre our analysis on three questions: How do efforts to democratise a teacher education literacy course influence teaching and learning? What is the nature of those efforts? How do different social actors in the course make and remake space? We then present three findings that speak to the work of unlearning institutionalised norms that sustain hierarchical teaching and learning relationships and that demonstrate the nature of a maieutic disposition in bringing to life more democratic conceptions of teaching and learning. We illustrate throughout the overlaps between democratic education and social pedagogy.

The Covid-19 pandemic brought into sharp focus the complexities and challenges facing social work and social care organisations. Using theory, ethics and practice, this article aims to critically explore an ethical and relational approach to leadership that can help navigate complexity in social work in the UK. Explaining the emerging Human Learning System, this article argues that this paradigm can offer an alternative to the new public management, with its focus on the three core aspects of markets, matrix and management. Key to this discussion is the social pedagogy leadership framework, which aims to assist the navigation of complexity in direct practice and support positive organisational cultures and systems as discussed within the Human Learning System. The leadership framework is informed by the principles of social pedagogy, which are seen as an ethical philosophical approach to leadership and direct practice. It places human relationships and rights within the everyday and at the heart of leadership and organisational change – as Berit Bae has stated, human rights must be applied in the everyday, not just in certain situations. Using the philosophical principles and core ideas of social pedagogy and the Human Learning System, the framework is designed to support leadership, which is relational and ethical at its core, while also assisting the navigation of uncertainty and the complexities of the work undertaken by modern social work and social care organisations.

This article examines interactions between humans and animals in an elementary school environment in the south-west of the United States and investigates an under-examined area of social pedagogy, sharing some of the ways that a canine in the classroom can help to improve education. The goal was to co-create community and hold space for young learners to engage with the curriculum in new and innovative ways, drawing on their unique funds of identity and cultural and linguistic capital. The article explores how the involvement of a therapy dog in a third-grade classroom over the course of nine weeks addressed the effects of linguicism and offers examples of a cross-species opportunity to make school more inviting, particularly for students who are segregated based on their language. This work took place in a Title I school in a neighbourhood where many families have low incomes and most children are fluent in languages other than English. These children became teachers and the dog learned to read. [ABSTRACT FROM AUTHOR]

At the turn of the twentieth century, Western European governments embarked on anti-terrorist agendas, labelling certain ethnicities as undesirable for spreading revolutionary ideas and criminal degeneracy. Several educational experiments emerged intending to eliminate the so-called degenerate element. Academics rarely consider this influence within famous examples by Maria Montessori (1870-1952) in Italy and Janusz Korczak (1878-1942) in Poland. Indeed, the conflation of the two educators obscures that each held opposing views in this critical debate. Years of war and revolution in Polish territories had produced multitudes of orphans, traumatised children and child soldiers. Following Polish independence in 1918, tensions remained high between ethnic minorities and ethno-nationalists. Social pedagogues aimed to rebuild society by drawing on Polish communitarian theories on rights and conflict. Engaging with this history of ideas related to cosmopolitanism and communitarianism disrupts dominant ideas within debates on human rights and citizenship. This article challenges the usual depiction of Korczak's philosophical position aligned with cosmopolitan ideas on children's rights. Associated historical research reveals that Polish social pedagogy emerged with the understanding of human rights as situated, embedded and embodied within time and place. Social activists rejected utopian visions to embrace the local conditions at the time, including the violent realities of Polish society, where teachers were often revolutionaries and terrorists. The orphanages established by Korczak functioned as sociological research centres emphasising human rights and democratic ideals while aiming to influence surrounding neighbourhoods. This article summarises Korczak's worldview by reversing a famous epigram - it takes a child to raise a village. Such children's rights pioneers envisaged that following years of imperialism and war, their model institutions would grow into a nationwide network fostering democracy and multiculturalism on a broader scale. In the current global context of conflict and anti-terrorist agendas, these institutions serve as critical case studies of possibilities. [ABSTRACT FROM AUTHOR]

The escalating planetary crises of human‐induced climate change, the depletion of natural resources, and declining biodiversity call for urgent actions to be taken at all levels of society and by the global community. The current political strategy for a sustainable future that emphasizes economic and technological progress is insufficient to bring about the change required; an educational approach based on identities, values, ethics, and new worldviews is also needed. In this article Arto O. Salonen and his coauthors consider the kind of pedagogy that could support a transformation of the human conception of reality into a form that both recognizes the connections and interactions between people, society, and the planet, and imparts an ethical orientation to action that strengthens the health and integrity of all entities. A theory of planetary social pedagogy (PSP) is based on traditional social pedagogy, which provides a theoretical framework for formal, nonformal, and informal education. PSP aims at building a deep holistic understanding of the relationship between the individual, society, and Earth by integrating the fragmented human conception and experience of reality by uniting the three dimensions of a social‐ecological worldview: spatial, temporal, and ethical. Moreover, PSP is a cyclical learning process that alternates between cognitive, metacognitive, and epistemic levels of learning. The ultimate goal of using PSP is to lay the foundation for a fundamental transformation of the ideals, values, and culture that shape human behavior in ways necessary for securing a sustainable future. [ABSTRACT FROM AUTHOR]

Since the 1970s, the concepts of "lifeworld" and "everyday life" have been part of the discourse of social pedagogy and social and educational work in general. Xavier Úcar's objective in this article is to generate and communicate socio‐pedagogical knowledge that helps social pedagogues to build socio‐educational relationships that are more effective, more sustainable, more satisfactory, and ultimately richer in terms of both experiences and learning for participants. A conceptually oriented, nonsystematic analysis procedure was used to conduct this research. The procedure involved an in‐depth investigation of documents that focus on the two target areas of this study: (1) social pedagogy, and (2) lifeworld and everyday life. The results describe the theoretical background of lifeworld and everyday life, discuss the development of the perspective of "lifeworld orientation" within the framework of social pedagogy in Germany, and analyze how everyday life is understood through actions undertaken by social pedagogues. These results provide ideas for mapping the essential dimensions of everyday life from the perspective of social pedagogy. [ABSTRACT FROM AUTHOR]