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ERIC Number: EJ1015323
Record Type: Journal
Publication Date: 2013-Apr-30
Pages: 16
Abstractor: As Provided
ISSN: ISSN-1068-2341
Social Pedagogy in the UK: Gaining a Firm Foothold?
Petrie, Pat
Education Policy Analysis Archives, v21 n37 Apr 2013
The paper asks why, unlike much of Europe, the UK has until recently taken very little interest in social pedagogy. It looks at the meanings of social pedagogy, including the importance of both "social" and "pedagogy" in understanding the term and argues that social pedagogy policy, practice, and theory are interlinked and develop out of specific national contexts. There is an account of the fairly new UK interest in the subject, including some interest from government and some higher education institutions. The paper argues that this interest springs largely from concerns about the welfare of disadvantaged children, especially those that are in care, and an aspiration to improve the practice of people who work with them. There has been much less interest in social pedagogic theory. The paper concludes that unless theory, grounded in a UK context, is given equal prominence to practice, together with education and qualifications in the subject, social pedagogy will not achieve a firm footing in the UK. (Contains 1 box.)
Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A