Pub Date : 2023-01-01DOI: 10.14324/111.444.ijsp.2023.v12.x.009
C. McConnell
Partnership as an approach to pedagogic practice and co-creation in higher education is an orientation towards relationship-centred education. There is little exploration of social pedagogy in the higher education (post-secondary) context, yet recent research studied the similarities between the guiding principles underpinning learning and teaching partnerships and those of social pedagogy. This article presents the results of this empirical research, which explored the complexities of engaging ‘students as partners’ in learning and teaching in a UK university. This research found that partnership was used as an approach to democratise entrenched power relations in faculty–student relationships, empower a diverse student body to become co-creators of knowledge and foster inclusive learning communities that respect diversity and social inclusion. The three key concepts of democracy, agency and community are pillars of social pedagogy. Through this exploration of social pedagogy within the higher education context, there is significant potential for knowledge exchange between disciplines traditionally allied to social pedagogy, such as social work, K-12 education, youth work and higher education. The article develops a unique definition and conceptual framework for the case of learning and teaching partnerships, utilising social pedagogy as a guiding theoretical lens. An overview of the novel methodological approach of situational analysis is given, followed by a discussion of the key implications for higher education that: (1) learning and teaching partnerships are situated, relational and inherently complex; (2) ‘trajectories’ provide a helpful metaphor to conceptualise individuals’ unique journeys through the process of partnership; and (3) relationship-centred higher education practices involve heightened awareness of the role of emotions.
{"title":"Igniting social pedagogy through learning and teaching partnerships in a higher education context","authors":"C. McConnell","doi":"10.14324/111.444.ijsp.2023.v12.x.009","DOIUrl":"https://doi.org/10.14324/111.444.ijsp.2023.v12.x.009","url":null,"abstract":"Partnership as an approach to pedagogic practice and co-creation in higher education is an orientation towards relationship-centred education. There is little exploration of social pedagogy in the higher education (post-secondary) context, yet recent research studied the similarities between the guiding principles underpinning learning and teaching partnerships and those of social pedagogy. This article presents the results of this empirical research, which explored the complexities of engaging ‘students as partners’ in learning and teaching in a UK university. This research found that partnership was used as an approach to democratise entrenched power relations in faculty–student relationships, empower a diverse student body to become co-creators of knowledge and foster inclusive learning communities that respect diversity and social inclusion. The three key concepts of democracy, agency and community are pillars of social pedagogy. Through this exploration of social pedagogy within the higher education context, there is significant potential for knowledge exchange between disciplines traditionally allied to social pedagogy, such as social work, K-12 education, youth work and higher education. The article develops a unique definition and conceptual framework for the case of learning and teaching partnerships, utilising social pedagogy as a guiding theoretical lens. An overview of the novel methodological approach of situational analysis is given, followed by a discussion of the key implications for higher education that: (1) learning and teaching partnerships are situated, relational and inherently complex; (2) ‘trajectories’ provide a helpful metaphor to conceptualise individuals’ unique journeys through the process of partnership; and (3) relationship-centred higher education practices involve heightened awareness of the role of emotions.","PeriodicalId":32323,"journal":{"name":"International Journal Pedagogy of Social Studies","volume":"222 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85922234","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.14324/111.444.ijsp.2023.v12.x.012
Basia Vucic
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.
{"title":"Our Home: a revolutionary case study in social pedagogy","authors":"Basia Vucic","doi":"10.14324/111.444.ijsp.2023.v12.x.012","DOIUrl":"https://doi.org/10.14324/111.444.ijsp.2023.v12.x.012","url":null,"abstract":"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.","PeriodicalId":32323,"journal":{"name":"International Journal Pedagogy of Social Studies","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83477558","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.14324/111.444.ijsp.2023.v12.x.006
Simon Edwards
Despite the rhetoric of successive governments in England to engage all students with their learning there has been a substantial increase in suspensions and permanent exclusions from secondary schools since the early 2000s. This removal of students from school is particularly high among underperforming students, most of whom come from low-income families. These concerns, amplified by well-being and mental health issues related to the lockdowns caused by the Covid-19 pandemic, accelerated government calls for new and innovative approaches to re-engage students with education. Particular emphasis is placed on mentoring and tutoring projects. This article discusses a relational pedagogy employed in the initial stages of a mentoring project called Beyond the School Gates that emerged from a research study carried out by the University of Portsmouth in 2018 and was established as a charity association in 2020. Specifically, it analyses the mentoring processes that draw on Freire’s decoding model to create relational spaces within excluded students’ homes in order to facilitate critical dialogue between mentors, students and their parents. Mentors facilitate relational encounters that involve mutual dialogue and a series of relationship-building activities so that students are able to voice their social realities and educational experiences. Students depict their circumstances in image metaphors or art forms, some of which are illustrated. These frame conversations about their educational and social developmental interests, needs and goals. Mentors then facilitate activities that help the students develop confidence and the skills necessary to access resources to meet these needs and realise their goals. This extends to facilitating conversations between students, parents and teachers in order to address social and curricular barriers in school.
{"title":"Freire for twenty-first-century, austerity-driven schools: creating positive educational relations with and among students at the margins","authors":"Simon Edwards","doi":"10.14324/111.444.ijsp.2023.v12.x.006","DOIUrl":"https://doi.org/10.14324/111.444.ijsp.2023.v12.x.006","url":null,"abstract":"Despite the rhetoric of successive governments in England to engage all students with their learning there has been a substantial increase in suspensions and permanent exclusions from secondary schools since the early 2000s. This removal of students from school is particularly high among underperforming students, most of whom come from low-income families. These concerns, amplified by well-being and mental health issues related to the lockdowns caused by the Covid-19 pandemic, accelerated government calls for new and innovative approaches to re-engage students with education. Particular emphasis is placed on mentoring and tutoring projects. This article discusses a relational pedagogy employed in the initial stages of a mentoring project called Beyond the School Gates that emerged from a research study carried out by the University of Portsmouth in 2018 and was established as a charity association in 2020. Specifically, it analyses the mentoring processes that draw on Freire’s decoding model to create relational spaces within excluded students’ homes in order to facilitate critical dialogue between mentors, students and their parents. Mentors facilitate relational encounters that involve mutual dialogue and a series of relationship-building activities so that students are able to voice their social realities and educational experiences. Students depict their circumstances in image metaphors or art forms, some of which are illustrated. These frame conversations about their educational and social developmental interests, needs and goals. Mentors then facilitate activities that help the students develop confidence and the skills necessary to access resources to meet these needs and realise their goals. This extends to facilitating conversations between students, parents and teachers in order to address social and curricular barriers in school.","PeriodicalId":32323,"journal":{"name":"International Journal Pedagogy of Social Studies","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85694908","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.14324/111.444.ijsp.2023.v12.x.014
Jan Pouwels
The impact of Jean-Jacques Rousseau’s educational philosophy can hardly be overestimated. In this article, I re-examine Rousseau’s key text Emile, or On Education and discuss his concept of conflict and the use of conflicts in his imaginary educational philosophy. A detailed analysis suggests that Rousseau was not only an extreme avoider of conflict, by putting Emile in multiple forms of isolation, but that he also postponed any form of social conflict and carefully controlled, directed and manipulated Emile’s personal and social experiences. To realise a new way of upbringing following the ‘natural’ development of the child, I contend that Rousseau excelled in an obsessively controlled and manipulative pedagogy. Liberation from social norms and traditions – by following the unfolding ‘natural development’, which was Rousseau’s overall project – turned into an individual dictate ruled by an omnipresent educational governor: Rousseau. I conclude that Rousseau’s philosophy of education was deliberately anti-social and might well be a fundamental barrier to regaining conflicts in education.
{"title":"Infinitive avoidance and splendid isolation: Rousseau and the use of conflicts in education","authors":"Jan Pouwels","doi":"10.14324/111.444.ijsp.2023.v12.x.014","DOIUrl":"https://doi.org/10.14324/111.444.ijsp.2023.v12.x.014","url":null,"abstract":"The impact of Jean-Jacques Rousseau’s educational philosophy can hardly be overestimated. In this article, I re-examine Rousseau’s key text Emile, or On Education and discuss his concept of conflict and the use of conflicts in his imaginary educational philosophy. A detailed analysis suggests that Rousseau was not only an extreme avoider of conflict, by putting Emile in multiple forms of isolation, but that he also postponed any form of social conflict and carefully controlled, directed and manipulated Emile’s personal and social experiences. To realise a new way of upbringing following the ‘natural’ development of the child, I contend that Rousseau excelled in an obsessively controlled and manipulative pedagogy. Liberation from social norms and traditions – by following the unfolding ‘natural development’, which was Rousseau’s overall project – turned into an individual dictate ruled by an omnipresent educational governor: Rousseau. I conclude that Rousseau’s philosophy of education was deliberately anti-social and might well be a fundamental barrier to regaining conflicts in education.","PeriodicalId":32323,"journal":{"name":"International Journal Pedagogy of Social Studies","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135595708","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.14324/111.444.ijsp.2023.v12.x.011
Lone Bæk Brønsted, Karen Prins
{"title":"Editorial: social pedagogy and anti-extremism/anti-terrorism","authors":"Lone Bæk Brønsted, Karen Prins","doi":"10.14324/111.444.ijsp.2023.v12.x.011","DOIUrl":"https://doi.org/10.14324/111.444.ijsp.2023.v12.x.011","url":null,"abstract":"","PeriodicalId":32323,"journal":{"name":"International Journal Pedagogy of Social Studies","volume":"100 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74422536","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.14324/111.444.ijsp.2023.v12.x.015
Eleftheria Beazidou
Social pedagogy is concerned theoretically with new forms of marginalisation and practically with efforts that aim towards integration and inclusion. This article therefore based on the concepts of inclusion and social pedagogy. Supported by the literature available, it explores how often the teachers in an urban state primary school (with Roma and non-Roma students) located in central Greece use socio-pedagogical strategies to implement class inclusion processes. This article examines three types of relationship – classroom climate; the whole-child approach to learning; and forms of inter-school collaboration – proposed by social pedagogy as key elements for inclusion. Structured classroom observations and the findings pointed out that the teachers do not make use of socio-pedagogical practices related to relationships between teachers and their students, group activities and collaboration practices, whereas they are able to control the disruptive behaviour of students successfully. The inclusion presupposes a stable and safe society that protects all human rights and all the values in fairness and equality.
{"title":"Socio-pedagogical practices towards inclusive education implemented by teachers in their classrooms","authors":"Eleftheria Beazidou","doi":"10.14324/111.444.ijsp.2023.v12.x.015","DOIUrl":"https://doi.org/10.14324/111.444.ijsp.2023.v12.x.015","url":null,"abstract":"Social pedagogy is concerned theoretically with new forms of marginalisation and practically with efforts that aim towards integration and inclusion. This article therefore based on the concepts of inclusion and social pedagogy. Supported by the literature available, it explores how often the teachers in an urban state primary school (with Roma and non-Roma students) located in central Greece use socio-pedagogical strategies to implement class inclusion processes. This article examines three types of relationship – classroom climate; the whole-child approach to learning; and forms of inter-school collaboration – proposed by social pedagogy as key elements for inclusion. Structured classroom observations and the findings pointed out that the teachers do not make use of socio-pedagogical practices related to relationships between teachers and their students, group activities and collaboration practices, whereas they are able to control the disruptive behaviour of students successfully. The inclusion presupposes a stable and safe society that protects all human rights and all the values in fairness and equality.","PeriodicalId":32323,"journal":{"name":"International Journal Pedagogy of Social Studies","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135953635","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.14324/111.444.ijsp.2023.v12.x.007
A. Puni, Yvalia Febrer
This article explores the theoretical underpinning of citizenship education as theorised in the Crick Report and social pedagogy as deployed in England through the Social Pedagogy Professional Association Charter and Standards of Proficiency. The aims of citizenship education in England have several parallels to contemporary concepts of social pedagogy. In the original conception of citizenship education, the subject aimed to educate the student holistically, developing well-rounded, informed young people able to participate fully in public life through the use of democratic practices in the classroom. However, over time and due to policy and practice changes in secondary education, there have been marked differences in the original conception of the subject, compared to how it is currently delivered in some schools. Despite these challenges, this article highlights strong examples of contemporary practice in citizenship education teaching in diverse London secondary schools, highlighting how features of social pedagogy are being deployed. We draw on several aspects of social pedagogy including democratic practice, community engagement, diversity and inclusion, and student agency, illustrating the clear links between citizenship education and social pedagogy in England, as well as outlining some of the key differences.
{"title":"Social pedagogy and citizenship education in England: an exploration with case studies involving secondary school students in London","authors":"A. Puni, Yvalia Febrer","doi":"10.14324/111.444.ijsp.2023.v12.x.007","DOIUrl":"https://doi.org/10.14324/111.444.ijsp.2023.v12.x.007","url":null,"abstract":"This article explores the theoretical underpinning of citizenship education as theorised in the Crick Report and social pedagogy as deployed in England through the Social Pedagogy Professional Association Charter and Standards of Proficiency. The aims of citizenship education in England have several parallels to contemporary concepts of social pedagogy. In the original conception of citizenship education, the subject aimed to educate the student holistically, developing well-rounded, informed young people able to participate fully in public life through the use of democratic practices in the classroom. However, over time and due to policy and practice changes in secondary education, there have been marked differences in the original conception of the subject, compared to how it is currently delivered in some schools. Despite these challenges, this article highlights strong examples of contemporary practice in citizenship education teaching in diverse London secondary schools, highlighting how features of social pedagogy are being deployed. We draw on several aspects of social pedagogy including democratic practice, community engagement, diversity and inclusion, and student agency, illustrating the clear links between citizenship education and social pedagogy in England, as well as outlining some of the key differences.","PeriodicalId":32323,"journal":{"name":"International Journal Pedagogy of Social Studies","volume":"17 2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82898699","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.14324/111.444.ijsp.2023.v12.x.013
Terri Hlava
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.
{"title":"Cultivating cultural capital with a therapy dog in a third-grade classroom","authors":"Terri Hlava","doi":"10.14324/111.444.ijsp.2023.v12.x.013","DOIUrl":"https://doi.org/10.14324/111.444.ijsp.2023.v12.x.013","url":null,"abstract":"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.","PeriodicalId":32323,"journal":{"name":"International Journal Pedagogy of Social Studies","volume":"78 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79174733","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.14324/111.444.ijsp.2023.v12.x.008
N. Stobbs, C. Solvason, S. Gallagher, Sue Baylis
In this article, we contend that the current schools’ system in England needs to be carefully reconsidered if we are to offer opportunities for success (in its broadest sense) to those whom our current, technocratic education system excludes. With a focus on social pedagogy and human-centred learning systems, we argue that continued modifications to the existing education system are no longer sufficient and that an ideology overhaul is needed before any significant positive progress can be made. To this end, we suggest various ways that schools might work towards developing healthier and more inclusive communities, built on the key social pedagogical foundations of positive relationships, democracy, inclusion, creativity and pedagogical love. We also make recommendations for an education system in which the teacher, as a highly trained professional, can enjoy a professional autonomy commensurate with their level of qualification. Finally, we dispel some of the myths that have prevented radical, community-focused change to date.
{"title":"A human approach to restructuring the education system: why schools in England need social pedagogy","authors":"N. Stobbs, C. Solvason, S. Gallagher, Sue Baylis","doi":"10.14324/111.444.ijsp.2023.v12.x.008","DOIUrl":"https://doi.org/10.14324/111.444.ijsp.2023.v12.x.008","url":null,"abstract":"In this article, we contend that the current schools’ system in England needs to be carefully reconsidered if we are to offer opportunities for success (in its broadest sense) to those whom our current, technocratic education system excludes. With a focus on social pedagogy and human-centred learning systems, we argue that continued modifications to the existing education system are no longer sufficient and that an ideology overhaul is needed before any significant positive progress can be made. To this end, we suggest various ways that schools might work towards developing healthier and more inclusive communities, built on the key social pedagogical foundations of positive relationships, democracy, inclusion, creativity and pedagogical love. We also make recommendations for an education system in which the teacher, as a highly trained professional, can enjoy a professional autonomy commensurate with their level of qualification. Finally, we dispel some of the myths that have prevented radical, community-focused change to date.","PeriodicalId":32323,"journal":{"name":"International Journal Pedagogy of Social Studies","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89124610","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.14324/111.444.ijsp.2023.v12.x.010
Mark Felton, Ellen Middaugh, Henry Fan
Social media has become a dominant force in civic life amid widespread concerns about its role in political polarisation and in the spread of misinformation. To prepare citizens to take on these challenges, we need civic education that teaches youth to be capable and responsible consumers, conveyors and producers of online information. To do so, teachers must position students as epistemic agents, fostering the skills they need to engage with online information. In this article, we present the first iteration of a design-based research project on social media and civic action. The project prepares high school students in rural, urban and suburban settings located in Northern California (USA) to engage with issues that resonate with them, to critically examine information about these issues from online sources and to use social media as a vehicle to connect with, inform and mobilise the public. We present the basic design principles that teachers have used to support apt epistemic performance, focusing on the epistemic aims (creating knowledge products that inspire civic action), ideals (taking personal responsibility for the accuracy of information when posting) and reliable processes (sourcing, fact checking and correctly representing information) embedded in their units of instruction. Drawing on teacher interviews and curriculum, we explore the affordances of the curriculum to promote civic action by leveraging student engagement in social media, while also challenging them to critically examine how knowledge is produced and disseminated on social media. We conclude with a discussion of how this work intersects with the aims and methods of social pedagogy.
{"title":"Civic action on social media: fostering digital media literacy and epistemic cognition in the classroom","authors":"Mark Felton, Ellen Middaugh, Henry Fan","doi":"10.14324/111.444.ijsp.2023.v12.x.010","DOIUrl":"https://doi.org/10.14324/111.444.ijsp.2023.v12.x.010","url":null,"abstract":"Social media has become a dominant force in civic life amid widespread concerns about its role in political polarisation and in the spread of misinformation. To prepare citizens to take on these challenges, we need civic education that teaches youth to be capable and responsible consumers, conveyors and producers of online information. To do so, teachers must position students as epistemic agents, fostering the skills they need to engage with online information. In this article, we present the first iteration of a design-based research project on social media and civic action. The project prepares high school students in rural, urban and suburban settings located in Northern California (USA) to engage with issues that resonate with them, to critically examine information about these issues from online sources and to use social media as a vehicle to connect with, inform and mobilise the public. We present the basic design principles that teachers have used to support apt epistemic performance, focusing on the epistemic aims (creating knowledge products that inspire civic action), ideals (taking personal responsibility for the accuracy of information when posting) and reliable processes (sourcing, fact checking and correctly representing information) embedded in their units of instruction. Drawing on teacher interviews and curriculum, we explore the affordances of the curriculum to promote civic action by leveraging student engagement in social media, while also challenging them to critically examine how knowledge is produced and disseminated on social media. We conclude with a discussion of how this work intersects with the aims and methods of social pedagogy.","PeriodicalId":32323,"journal":{"name":"International Journal Pedagogy of Social Studies","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75355466","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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