Abstract
This article explores possible relationships between education and social pedagogy. It begins by examining in more detail the theory and practice of social pedagogy, and the profession of social pedagogue widely known in Continental Europe but much less so in the Anglophone world. It then explores some different meanings of education, before considering in more detail the concept of Bildung and its potential for interconnecting education and social pedagogy. It is argued that the relationship between social pedagogy and education depends on the meaning attached to education; and the article ends by considering some implications – for schools, other settings for children and young people, and for their workforces – of choosing a close relationship between education and social pedagogy.
Highlights
This article is an opportunity for the authors to address issues of identity and affiliation by reflecting on what seems to us a major theoretical and practical question: what is or might be the relationship between education and social pedagogy? The question is acute since we have worked for many years at an Institute of Education, in London (today named the UCL Institute of Education (IOE)), yet have studied and advocated for social pedagogy, which we shall argue is a theory and practice that may be seen as potentially closely connected with education
Our discussion and conclusions draw on 20 years of enquiry into social pedagogy conducted at the UCL IOE, in which we have been involved with other colleagues
Social pedagogy is a discipline and practice that is today widespread in Continental Europe, providing the basis for work in a variety of services for children and young people, as well in some cases for adults, work that is undertaken by the profession of social pedagogue
Summary
We shall argue that the relationship can be distant or very close, depending on the meaning given to education; while from the other direction, it is difficult, if not impossible (or so it seems to us), to think or talk about social pedagogy without referring to education and its meaning. In this process of enquiry, the German concept of Bildung emerges as important, potentially providing common ground for. By reviewing this work, and that of others in the UK, which has contributed to a growing, though belated, knowledge, understanding and practice of social pedagogy in this country
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