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 pedagogical perspectives on fidelity to a manual: Professional principles and dilemmas in everyday expertise

Manualised interventions, in use across the UK for decades and increasingly in use in Denmark, aim to support change through professional practitioners following detailed prescriptions of what they must do to affect a particular change in the target group. Social pedagogy, a strong professional tradition in Denmark and an emerging profession in the UK, takes an approach that responds to the individual’s experience of the immediate situation, seeks to nurture relational opportunities and to empower people to fully participate in their lives and society. Harbo’s research reveals that this approach can be at odds with manualised interventions for a variety of reasons. A social pedagogically informed programme has been developed in London that uses a clear ethical stance and key theories as its foundation, and upon which structures have been developed, but no manual. This article explores the use of these manualised and non-manualised interventions in Denmark and the UK and the roles of social pedagogues in supporting change through programmatic interventions. Harbo’s doctoral research findings on practice surrounding the highly prescriptive manual Aggression Replacement Training in Denmark (Harbo, 2019) is explored alongside Kemp’s reflections on the social pedagogically informed Family Learning Intervention Programme in England, examining the tensions and synergies that emerge around each programme when they meet reality and the individual characteristics of day-to-day situations. The perspectives presented emerge from practice research and reflections, and as such are based in an experiential research tradition. Finally, we draw together our learning and openings for further research and policy development

Harnessing horses in social pedagogy : Equine-assisted social education in a school context

This article introduces a school-based social pedagogical programme using horses to support pupils’ educational development, social and emotional skills and self-esteem. These are essential for pupils’ well-being, to reduce the risk of developing emotional disorders in youth and later life. In terms of academic outcomes, these social-emotional skills, character strengths and health benefits are recognised in the Finnish educational agenda. Equine-assisted social education (EASE) differs from recreational riding programs by its frame of reference in social pedagogy and in the human–equine bond it features, positioning horses as co-educators to improve interaction and collaboration. This human–equine communication supports both human and equine welfare if applied with attention, respect and empathy. Furthermore, the stables environment provides a setting for enhancing the pedagogical relationship and trust between pupils and their teacher. This equine activity practice, like other educational interventions, has physical, behavioural, social and emotional intentions. In addition, as social pedagogy is a complex and innovative discipline, EASE represents a ground-breaking practice within this discipline. The purpose is to respond to individual and social difficulties with preventive and problem-solving practice. As Finnish social pedagogy emphasises educational dialogue and communication, EASE facilitates non-verbal communication and positive behaviour. Additionally, it consists of factors improving collaboration through experiences, activities and dialogue.This article introduces a school-based social pedagogical programme using horses to support pupils’ educational development, social and emotional skills and self-esteem. These are essential for pupils’ well-being, to reduce the risk of developing emotional disorders in youth and later life. In terms of academic outcomes, these social-emotional skills, character strengths and health benefits are recognised in the Finnish educational agenda. Equine-assisted social education (EASE) differs from recreational riding programs by its frame of reference in social pedagogy and in the human–equine bond it features, positioning horses as co-educators to improve interaction and collaboration. This human–equine communication supports both human and equine welfare if applied with attention, respect and empathy. Furthermore, the stables environment provides a setting for enhancing the pedagogical relationship and trust between pupils and their teacher. This equine activity practice, like other educational interventions, has physical, behavioural, social and emotional intentions. In addition, as social pedagogy is a complex and innovative discipline, EASE represents a ground-breaking practice within this discipline. The purpose is to respond to individual and social difficulties with preventive and problem-solving practice. As Finnish social pedagogy emphasises educational dialogue and communication, EASE facilitates non-verbal communication and positive behaviour. Additionally, it consists of factors improving collaboration through experiences, activities and dialogue.Peer reviewe