Author: Gabriel Eichsteller

Social Pedagogy in Practice

Posted on by Gabriel Eichsteller

Join our virtual event on 29/06/2022 – 10am-12pm (BST)

We warmly invite you to join our next virtual Social Pedagogy in Practice event. To commemorate 2 years of our webinar series Exploring Social Pedagogy Concepts at Turbulent Times, continue the regular Social Pedagogy Development Network events, and extend the virtual learning and networking space to members of the new Global Alliance for Social Pedagogy and Social Education, we’ll be hosting this special 2-hour session. The event offers a forum for practitioners, students, service managers and academics alike to find out how organisations are developing social pedagogy in different practice contexts, to share ideas and to connect with other professionals who have a similar passion for relationship-centred practice. As with previous SPDN events, we aim to increase our collective understandings of social pedagogy in ways that are inspiring, practice-relevant and reflective of social pedagogical principles and values. We hope to stimulate reflection on how you can further develop your practice and thus make an even greater difference to the individuals, groups or communities you engage with.

Irrespective of whether you have been part of the UK-focussed Social Pedagogy Development Network, the new Global Alliance for Social Pedagogy and Social Education, or are connected in other ways, you’re most welcome to take part! We hope that this session will offer you a real flavour of what social pedagogy looks like across different practice settings. For us it’s about enabling a thousand flowers to bloom – so instead of the conformity of monocultures you’ll get a flavour of the rich diversity in which social pedagogy can support relationship-centred practice.

SIGN UP HERE

If you’re interested in learning a lot more about social pedagogy, then join one of our experiential online courses, watch the recordings of our webinar series and or sign up to hear about other learning events.

In the meantime, you can learn more about the Social Pedagogy Development Network here. It’s our UK/Ireland-focussed practice community that, over the last 13 years, has enabled us to increase our collective understandings of social pedagogy in ways that are inspiring, practice-relevant and reflective of social pedagogical principles and values.

You can also learn more about the Global Alliance for Social Pedagogy and Social Education here. We’re still in the early stage of developing the Global Alliance together with social pedagogy and social education associations from many different countries, and we welcome everyone who recognises the importance of building a dynamic community of people across the globe who are interested in social pedagogy and social education. We want this movement to be as open and inclusive as possible, and we have therefore designed the Global Alliance’s structure in ways that enable each person to contribute in whichever form they wish to. This means we use liberating structures that are very different from more traditional formal associations.

Both of these initiatives are completely free, because we believe that the greatest value lies in the power of connection and reciprocity. Contributions are therefore not financial but about what each member can offer to serve the wider purpose of these communities. We therefore hope you’ll join us!

SIGN UP HERE

Webinar series exploring social pedagogy concepts at turbulent times

Posted on by Gabriel Eichsteller

When the COVID-19 pandemic first started to cause huge upheavals in social care practice, we felt it was time to learn more about how a social pedagogical perspective could help practitioners navigate the uncharted territory they found themselves in. We wanted to offer a forum for dialogue and ideas about how to make sense of the uncertainties and unpredictabilities at these unprecedented times and how to keep connected to a deeper sense of moral purpose. Our webinar series ‘Exploring Social Pedagogy Concepts at Turbulent Times’ is the result of this ambition.

The series exploring social pedagogy concepts during turbulent times launched on 17th June as part of the International Online Conference with a webinar on the Common Third. Run by ThemPra in partnership with both the Social Pedagogy Association (US) and the Social Pedagogy Professional Association (UK), each webinar focussed on a particular social pedagogical concept and discussed its practice relevance with a few guest speakers and with webinar participants.

Below is an overview of all 19 webinars in the series, together with links to the video recordings:

The Common Third

Our first session on 17/06/20 focussed on the Common Third and how we can develop relationships through purposeful shared activities at a time when lockdown restrictions on meeting face-to-face create huge challenges. We had a brilliant discussion with Jameel Hadi (Salford University), Danny Henderson (Common View) and Vasileios Tiliakos (Athirma) sharing their experiences and ideas.

Diamond Model

This session from 27/08/20 explored the Diamond Model, a reminder that every person is inherently rich and that we all benefit when we look for the best in people. We were delighted to be joined by Lowis Charfe (UCLan), Kara O’Neil (Social Pedagogy Association), and Robyn Kemp (Social Pedagogy Professional Association) as well as an inspiring group of participants who joined the conversation.

The 3 Ps

In this session from 28/09/20 we examined how we can be professional AND personal whilst leaving the private self out of practice. We also focussed on how lockdown has changed this balance. Thanks to everyone who contributed with their thoughts and reflections, particularly Alicja Kabat-Pastwa (Coventry Council), Cath Barton (Community Circles), Cecile Remy (St Christopher’s Fellowship), and Ali Gardner (Head, Heart, Hands in Practice).

Relational Universe

Our session from 26/10/20 focused on the Relational Universe, given that the pandemic has higlighted how crucial it is to feel connected. As human beings we are all interdependent, and the Relational Universe expands our professional understanding of what relationship-centred practice is all about. We were delighted that Nicola Boyce (Lighthouse Children’s Home) and Krysta Parsons (Lincolnshire County Council) shared examples from their practice, which stimulated participants to bring in their thoughts and insights.

Learning Zone Model

Uncertainty and upheaval make it challenging to be in the learning zone when the panic zone feels just around the corner and the comfort zone feels like the only safe place. So how can the Learning Zone Model help us? Watch the recording from the session on 23/11/20 with Elaine Hamilton (Nether Johnston House) and Krysta Parsons (Lincolnshire County Council) joining the fishbowl conversation.

Critical Reflection

In the session on 14/12/20, our focus was on critical reflection, which is never more needed than when things are turbulent, chaotic and messy. By using a structured process to examine more deeply what’s happening, how this is affecting us and others, what influences there are, how we can critically analyse the situation to learn and act, we’re ensuring that we feel better equipped to deal with uncertainty and complexity. We discussed the FEIALA model for critical reflection, which we developed together with Robyn Kemp, and heard how this can be used in practice, with contributions from Robyn herself, Chardelle Margerison (St Christopher’s Fellowship), Simon Johr (Coventry Council) and Diana Schmidt (Brent Council).

Nonviolent Communication

The new year started off with our webinar on 18/01/21 focussing on Nonviolent Communication and how we can connect to what’s alive in people. Marshall Rosenberg’s concept helps nurture kindness and compassion at a time when the challenges of the pandemic tear at the fabric of societies, and it was exciting to explore these tensions with Kara O’Neil (Social Pedagogy Association), Simon Taylor (Derbyshire County Council), and Maggie Bagley (MA Social Pedagogy Leadership graduate).

Multiple Intelligences

In this session from 26/02/21, we discussed Howard Gardner’s Multiple Intelligences theory and how we can create learning situations that bring out the best in people and recognise their potential. Thanks to Martin Schwarz (Camphill Community Glencraig), Nicola Boyce (Lighthouse Children’s Home), Lowis Charfe (University of Central Lancashire), and Dan Nester (Barnardo’s) for sharing their experiences and examining links with creativity.

Recognition

Axel Honneth’s theory of recognition provides a valuable framework for how we can create the conditions in which people feel validated as human beings. A focus on recognition offers a rich understanding of how we can build meaningful relationships with the people we support, strengthen the structural aspects that ensure they feel heard, and cultivate social inclusion. We had a fascinating discussion on 23/03/21 about why recognition is such a crucial concept, with contributions by Adam Pagett (Bradford Council), Lotte Harbo (VIA University College), and Daniela Reimer (Zurich University of Applied Science).

Haltung

Often translated as ethos or stance, the German term Haltung refers to the way in which we bring our values and beliefs to life in the interactions with others. In this webinar on 27/04/21, we enjoyed an insightful discussion about how we can be authentic at a time when our Haltung is challenged. Ian Jones (Nottingham University), Cath Barton (Community Circles) and Mike Crowther (Empowerment) shared their practice experiences and why it’s important for us to be mindful and constantly reflective of our Haltung.

Lifespace

The concept of lifespace highlights that much of the support we offer in social pedagogical practice happens in the space that people inhabit, in their homes, their community, their lives. Lifespace also emphasises the importance of everyday activities to develop meaningful relationships. On 26/05/21 we were joined by Alex Priver (ThemPra), Matthew McFadzean (Pebbles Care) and George Evans (Camphill Community Beannachar) to reflect on how conceptualisations of lifespace have evolved during the pandemic.

Empowerment

In our session on empowerment on 28/09/21, we explored how we can flip the narrative about power and create the conditions in which the people we support feel a sense of ownership, control and empowerment. Re-watch the conversation with June McDonald & Joe Gibb (Renfrewshire Council), Georgina Evans (Empowerment) and Cecile Remy (UCL Institute of Education) here.

Human Learning Systems

A radical alternative to New Public Management is beginning to rehumanise public service. To celebrate the launch of the free e-book ‘Human Learning Systems: Public Service for the Real World’, our webinar on 27/10/21 explored how HLS can strengthen social pedagogical practice in organisations. Watch this recorded conversation with contributions by Dawn Plimmer (Collaborate CIC), David Barr (Aberlour Child Care Trust) and Lowis Charfe (UCLan).

Human Rights

In many countries, social pedagogy is characterised as a human rights profession. In the UK, we haven’t actually talked too much about that yet, so in this webinar it was time to explore what this means and why this is so important for practice. Taking a human rights approach has profound implications, and in this webinar from 27/11 we explored these with Jameel Hadi and Seamus Martin who have both been involved in some amazing creative community projects in Salford.

The 4 Aspects of a Message

A powerful communication model developed by German communication theorist Friedemann Schulz von Thun, the 4 aspects of a message explains just how easily we can miscommunicate, how we can clear up misunderstandings – and how we can make healthier choices about what we read into other people’s messages. In this webinar from 14/12/21, we discussed the model’s practice applications with Nicole Ashworth (Middlesbrough Council) and Alex Priver (ThemPra).

Balancing Values with the Values Square

Social pedagogical practice requires us to be highly reflective of our values and how we bring these into our interactions, especially when we work with people who may not share the same values. It’s therefore important to have a conceptual framework for balancing values that appear to be in conflict. Developed by Hartmann, Helwig and Schulz von Thun, the Values Square can guide us in achieving a greater sense of balance. Watch the recording of this webinar from 21/02/22 in which we explored the model’s potential with Alex Priver (ThemPra) and Robyn Kemp (SPPA).

Co-Production

In this webinar of our series, we focussed on co-production and social pedagogy. The central question we explored on 30/03/22 was how we can create the conditions for the people we support to enjoy meaningful involvement as genuine partners. We had fascinating thematic contributions from Tara Bartlett at Arizona State University about her amazing work there on participatory budgeting in schools. Faith Walker, who is part of Friends of Cymru Sickle Cell & Thalassaemia, shared why co-production has been so existential on the journey of transition from a support group into a social enterprise.

The Riemann-Thomann Model

How can we better understand human diversity and draw on its strengths when we work with people who are different to us? Developed by Riemann and Thomann, this model suggests four fundamentally opposing human orientations along two dimensions: proximity and distance, and continuity and change. In the conversation with Sylvia Holthoff (ThemPra) and Robyn Kemp (SPPA) on 26/04/22, we explored how the Riemann-Thomann model can guide social pedagogical practice and developmental reflection both with individuals and within teams to bring out the best in every person.

Lifeworld Orientation

Lifeworld orientation is synonymous with how social pedagogues and social workers in Germany engage with the people they support, focussing on people’s lived experience and ensuring that any support is firmly grounded in their ‘lifeworld’. In this webinar from 23/05/22, we gained insights into how this can enhance social work and social care practice, with contributions from 3 German-born social workers in the UK: Bianka Lang (Essex County Council), Renny Amayo (Bradford Council) and Martin Schwarz (Camphill Community Glencraig).

International Journal of Social Pedagogy Special Issue

Posted on by Gabriel Eichsteller

When Social Pedagogy Goes to School: Innovative approaches promoting agency, community and democracy in formal education

Call for Papers

The International Journal of Social Pedagogy (IJSP) is a peer-reviewed, open-access journal publishing articles on social pedagogy in the broadest sense. In the last decades, increased attention has been paid to the role that social pedagogy plays – and could play – in schools (Alevizos et al. 2015; Babalis et al 2015; Cheminais 2014; Hayden 2007; Jóhannsdóttir & Ingólfsdóttir 2018; Kalagiakos 2015; Klarsgaard & Drevsholt 2021; Kyriacou & Zuin 2016; Kyriacou 2015, 2009 & 2003; Mickelsson 2019, Moss & Petrie 2019; Mylonakou-Keke 2015; Petrie 2005; Rothi et al. 2008; Schoone, 2020).

Countries across the globe are currently experiencing a backslide of their democracies and a rise in the adoption of authoritarian maneuvers. Against this backdrop, we continue to face inequities in social, political, financial, environmental, racial, and justice systems. While social pedagogy may emphasize different approaches within varying historical and geographical contexts to address such challenges, a common theme is the connections between the educational dimension of social issues and the social dimensions of educational issues.

Schools can reproduce and even reinforce unequal social structures and exclusionary dynamics, but they can also contribute to social change and to engendering a better society. Drawing from social pedagogy’s traditions of participation and dialogue, community building and empathy, human rights and justice, and the centering of voices and experiences of the most oppressed, we look to youth and schools for inspiration in democratic revitalization and the development of informed, critical, engaged and caring citizens.

This special issue of IJSP focuses on school practices inspired by social pedagogy principles and approaches. We particularly welcome research articles that explore innovative practices that promote agency, democracy, community – three key concepts in the field of social pedagogy. We are also interested in holistic approaches that consider the whole person and not just knowledge acquisition, and in approaches that pay attention to diversity, equity, and inclusion. Submissions might address (but are not limited to) innovative approaches in the following areas:

  • School-community relationships
  • Citizenship education
  • Civic and political engagement
  • School democracy
  • Dialogue and deliberation
  • Critical media literacy
  • School safety
  • Restorative justice
  • Relationships and friendships
  • Equity, diversity, and inclusion
  • Communal life
  • Agency and student voice
  • Participatory budgeting
  • Conflict resolution and peace education
  • Social and emotional learning
  • Global citizenship education
  • Environmental education
  • Sustainable Development Goals and Agenda 2030
  • School responses to covid-19 challenges
  • School cooperatives
  • Relationships between schools and local government
  • Transformative learning
  • Extracurricular programs
  • Schools, social media and the internet

Abstracts (up to 300 words) should be submitted by April 30, 2022, to tbartlet@asu.edu. Successful authors will be invited by May 15, 2022, to submit a full draft for editorial review by September 31, 2022. Publication is anticipated to happen in the Spring of 2023.

The special issue will be guest-edited by members of an international research network on social pedagogy, participatory democracy, and citizenship education. If you have any questions, please contact Tara Bartlett (tbartlet@asu.edu) or Daniel Schugurensky (dschugur@asu.edu).

Social Pedagogical Practice in Adult Care

Posted on by Gabriel Eichsteller

By Maggie Bagley

Social pedagogy is becoming a familiar phrase within children’s services in the UK but is not as common in adult care, perhaps because people relate pedagogy with education and teaching.

Social pedagogy is a relationship-centred approach to support well-being, learning and social inclusion, and all these things are as important to adults as they are to children and the theories and concepts that form a social pedagogues practice can be used in any situation.

Social pedagogues contemplate what cannot be seen and yet needs to be understood, so that they can work holistically to build authentic and trusting relationships. Our personal perceptions, understanding and realities are influenced by our experiences, and views of the world. At the heart of social pedagogy is an absolute respect for the value of all human beings, and supports power with instead of power over, to support positive change.

 “If we are to achieve a richer culture, rich in contrasting values, we must recognise the whole gamut of human potential and so weave a less arbitrary social fabric, one which is each diverse human gift fill find a fitting place.” (Margaret Mead)

My background is in adult social care with older adults and people with learning disabilities in a care home environment and in community-based projects. I have seen many examples of practice, although not recognised as such, that align with the holistic nature of social pedagogy, using strength-based approaches, and with unconditional positive regard for the value of all human beings, that is present in many care organisations.

One charity managed an allotment to produce vegetables that supplied a community café that the charity owned. Both projects operated with a mixture of paid staff, community volunteers and charity members. None of the people involved were expert gardeners or bakers but they learned together how to grow potatoes and green beans, make scones or vegetable soup. Drawing on individual talents they discovered and developed friendships and worked towards a common goal. Social pedagogues would call this The Common Third, a practical concept that enables us to build relationships while learning from each other to develop new skills. The overall aim was to generate income for the charity, offer work experience opportunities and to support the local community.

Another concept I have seen in action is the Diamond Model, playing an essential role in building confidence and self-esteem. The Diamond Model, so called because it recognises the diamond within each of us. It has four core elements, well-being and happiness, relationships, holistic learning, and empowerment, that are accomplished through positive experiences.

For instance, a member of staff working in a supported living house took her dog to work. The person she worked with was particularly fond of animals, and he was thrilled to take the dog for a walk. Daily dog walks around town meant that they became a familiar sight in the community, and many people stopped to talk and pet the dog, establishing relationships and forming friendships and creating opportunities for the young man to use his voice, as communicating with others had been a stumbling block for this young man. The walks also supported his mental and physical health, encouraging regular exercise and lowering stress levels when he felt anxious. Without noticing the person also learned routes around town that he could use to go out independently, empowering him to go shopping on his own and fulfilling his potential.

Lastly, another of my favourite social pedagogy theories is the learning zone model. I have used this myself on many occasions. The model considers three areas, the comfort zone, where we mostly like to be because it feels safe and secure, the learning zone which challenges and is less familiar but helps us to learn and grow, and lastly the panic zone where we feel threatened and scared, unable to learn due to negative impact of our anxiety. 

The learning zone will be different for each person, so for instance someone who is frightened of heights will feel very differently to an experienced mountaineer on a trip to a climbing wall. I frequently think about this quote “Growth happens outside your comfort zone; magic happens when you go there with others” (Richard Branson).

Social Pedagogical Life at Camphill

Posted on by Gabriel Eichsteller

There is no place like home as Covid-19 unleashed creativity in a Scottish Camphill Community!

By Laurence Alfred

It’s quite a challenge to summarise all that’s happened in our lives over the last 6 months. Whilst possibilities waned as we progressed into and through lockdown, our smaller inner lives became much more vibrant and dominant. As the world shrank around us, we found ourselves emerged in our microcosmos, living and working in this wonderful place we call home.

Coronavirus has, nonetheless, had a big impact on our lives, just like with everyone else. From mid-March till the end of June life was quite different to before. All of us missed our regular activities such as going to workshops, the gym, school, the pub, meeting friends and family, going to restaurants, cafes, museums, the list is endless. Add to this, the fact that we had to quarantine twice because of unclear tests and symptoms you can only imagine how complicated living with Covid around us, is. However, life went on and we all managed really well to adapt. Daily walks, craft activities, preparing for Halloween, playing games, BBQ’s (lots of them), gardening, water fights, playing music, watching movies, experimenting with haircuts and Thursday night NHS clapping were just some of the activities we did.

By the end of the summer we had a new norm – we’d buy more disinfectant than Nutella, we’d have people joining meals and celebrations through an iPad, and PPE was part of our everyday attire. Before we knew it, we were living a new kind of life, in a new kind of community. We’d found our way. Our home is a happy vibrant place, where something is always happening. We enjoy cinema in the comfort of our living room, there’s always live music and crafty activities to enjoy. Mary, Lizzy, Chris, and Scott have all become expert gardeners – we’ve plenty to celebrate and be thankful for.

Through being there for each other and sharing these stretching times we have managed to continue to make lasting memories in the household. The evenings are filled with the little ones zooming through on roller skates and filling the house with wonderful piano music whilst peaceful newly born Mark is smiling in the background! Michael enjoys ‘house band’ concerts with Clarinet, Drums, Guitar and Colin’s singing! (not quite Usher Hall but we manage!). Samantha has made a couple of appearances on local radio and continues to find joy and laughter in her new day to day activities despite everything and she’s really enjoyed getting to know our new co-workers! And then there is Brian who keeps us all grounded through his help with cooking and evening relaxation with classical radio.

Between the fits of giggles after supper to reminiscing about past memories there is always a smile to be seen around the house. In August we waved goodbye to the co-workers who stuck with us through a rollercoaster of changing times as we warmly opened our doors to our new co-workers who quickly made themselves right at home. We would like to express our gratitude and appreciation to all the people, who decided against all odds, risks, and warnings to come and share a year of their lives with us, in this very different world we’re living in. We are also incredibly thankful to those dear friends from previous years who returned throughout 2020 to support us when times were challenging.

We wish everyone inner light and warmth through the darkening days of Autumn as we look forward to the day when these things can be shared in person again.

Laurence Alfred, with thanks for colleagues of all ages in Camphill, and in particular those in Tiphereth Camphill in Edinburgh for the inspiration behind this blog, who share their vibrant life with me.