Creating a learning space: Using experiential learning and creativity in the teaching and learning of social pedagogy

This reflective account has been co-developed, produced and written by students and the teaching staff on the BA Hons Social Pedagogy, Advocacy, and Participation degree at the University of Central Lancashire. The account focuses on the use of experiential and creative teaching methods utilised on the course and how this enhances the understanding and application of social pedagogy. The article critically analyses the link between how the social pedagogical theories, concepts and methods are taught and the advancement of the student and lecturer understanding of this field of study. In developing this reflective account, the current student cohort and lecturers were given the opportunity to participate in a collaborative reflection across all years of the course. They discussed their own learning journey and how this has shaped development of creativity within their practice. During the discussions around the use of blended, experiential learning and creativity, three key themes emerged: (1) the importance of the environment on creativity and learning; (2) the importance of relationships, creativity and learning; and (3) Haltung, psychological safety and creativity. In the reflections on what they have learned so far, the students and lecturers hope to inspire other education providers to use creative and experiential teaching methods within their courses. The authors feel that the reflective account contains useful information around the learning that has taken place over the last three years of this course being taugh

Social Pedagogy: Developing and Maintaining Multi-Disciplinary Relationships in Residential Child Care

The task of building and maintaining effective multi-disciplinary relationships is a constant challenge for the residential child care sector in Scotland. The absence of effective multi-disciplinary collaboration has been cited regularly as a contributing factor to instances of poor and problematic practice. Social pedagogy has much to offer in terms of enabling the residential child care sector to address some of these issues and assist with the task of establishing effective multi-disciplinary relationships. This article will explore how this can be achieved in practice, drawing on research based on multi-disciplinary social pedagogy training delivered in Scotland. The evidence demonstrates that social pedagogy can begin to break down the very real barriers that often prevent residential child care practitioners from developing and maintaining multi-disciplinary relationships. It can assist with the task of developing a shared language and understanding; the creation of a clear focus on the developmental needs of children and young people; and a more nuanced approach to dealing with issues of risk. The messages from this article will hold relevance for the professions of residential child care, health and education and be applicable to practitioners throughout Europe and beyond

Social Pedagogy: An Approach Without Fixed Recipes

A historical and theoretical reconstruction of the specificity and peculiarity of the discipline of social pedagogy, as it has developed in Denmark. Social pedagogy takes its departure from the idea that the individual person and the community are complementary but at the same time opposed to each other, so the task of social pedagogy is rebalancing the dynamics between the two. Social pedagogy is also characterised as a discipline with three dimensions: a practical dimension, a theoretical dimension and a professional dimension. The professional’s task is neither to apply theory in practice nor to uphold the usual practice; it is to mediate between theory and practice. The specificity of the discipline gives rise to particular challenges and dilemmas that theorists make understandable and transparent and practitioners have to deal with. A big challenge for social pedagogy is the quest for evidence-based methods that overrides the specificity of the social pedagogical approach. Balancing different forms of knowledge implies that programmes and methods are used as inspiration that can be contained in a social pedagogical approach

‘Does My Haltung Look Big In This?”: The Use of Social Pedagogical Theory for the Development of Ethical and Value Led Practice

The aim of this article is to set out how the use of social pedagogical Haltung can support the exploration of values and how this informs and shapes a practitioner’s direct work. Haltung is a German concept that has no direct English translation but means ‘mind set’, ‘ethos’ or ‘attitude’ (Eichsteller, 2010) and relates to an individual’s value base. Mührel’s (2008, cited in Eichsteller, 2010), sets out that a social pedagogical Haltung is based on the two concepts of empathic understanding and regard. This paper argues that the use of a social pedagogical Haltung gives practitioners a philosophical framework to support the reflection of core values and ethics held on a personal level. It also supports an understanding of how these influence practitioners and students when using ‘self’ in relationship based practice. The understanding of Haltung is important but for social pedagogical practice to be undertaken it also has to be demonstrated by actions. The reflective activity Values Alive in Practice, set out in this article, provides a tool for social workers, practitioners and students to critically explore their own values and practice and make more meaningful connections between their Haltung and their behaviours demonstrated in their everyday work. In the UK, values and standards for social work practice are set out by British Association of Social Work and Social Work England. Arguably, these have, at times, been reduced to a checklist for students and practitioners and can lack more in depth and explicit links to practice. The analysis of practice is more likely to focus on the skills and abilities of practitioners rather than the value base that underpins these. Whilst the understanding and key application of core knowledge and skills is essential for competent social work practice (Forrester et al., 2019), this article argues that it must also be supported and shaped by ethical principles. This article seeks to explore how social workers can be supported to adopt value led approaches to complex work within an outcome focussed culture

Utilising the ‘common third’ to enhance social work education

This article considers the utilisation of the common third to prepare social work students for practice by engaging with education in the broadest sense of the term (Jackson and Cameron, 2011). Quality social work practitioners need fully developed reflective capacities to assist with the complex issues faced by individuals who experience marginalisation, discrimination, and inequality. In order to help develop autonomous and critical thinkers, which is of the utmost importance for social work, this article considers the value of the common third as part of the learning process. The common third, using activities to strengthen relationships, enhances social work practice and this article evaluates a three-day residential experience of outdoor pursuits in partnership with students, service users, practice educators, and teaching staff. This experience has been undertaken for several years at the University of West London, funded by the Education Support Grant from the Department of Health. Until now only anecdotal accounts were available; however, in 2018 staff sought written and verbal feedback from participants to assist in the writing of this article. This is based on the 2018 experience of 45 first-year social work students, six academic staff members, three service users, and two social work practice educators. The findings support the positive anecdotal accounts given to date and highlight the benefits of the common third in social work education

Older people and creativity: What can a social pedagogical perspective add to this work?

While for some older people longevity is a blessing, for others it is a curse. This article draws on the author’s experience of working through the National Lottery Fund’s Ageing Better programme with groups of older people in Leicester, many of whom are marginalised in terms both of society and under-represented in research. Four psychosocial challenges are identified from this experience: handling change; chronic loneliness; meaninglessness; and loss of a social role. The article explores the significance of creativity whether linked to the participatory arts or creative thinking and problem solving in addressing these challenges. It acknowledges the value of the participatory arts but highlights problems of accessibility and sustainability. The article explores briefly the concept of ‘everyday creativity’ and touches on the underexplored areas of how creativity can link to freeing up some rigidities in mindset and opening older people up to new possibilities. Finally, it examines the principles and practices of social pedagogy. Despite there being very few examples of practice with older people in the UK named as social pedagogy, it is suggested that the perspective is highly relevant to this area of work. Not only do the values and skills match what is needed, but adopting a social pedagogical perspective across the sector might enhance the self-confidence of staff and volunteers, the quality of the work, and provide a much-needed common language. Psychosocial knowledge and skills could, with benefit, be integrated