Social pedagogy describes a holistic and relationship-centred way of working in care and educational settings with people across the course of their lives. In many countries across Europe (and increasingly beyond), it has a long-standing tradition as a field of practice and academic discipline concerned with addressing social inequality and facilitating social change by nurturing learning, well-being and connection both at an individual and community level. The term 'pedagogy' originates from the Greek pais (child) and agein (to bring up, or lead), with the prefix 'social' emphasising that upbringing is not only the responsibility of parents but a shared responsibility of society. Social pedagogy has therefore evolved in somewhat different ways in different countries and reflects cultural and societal norms, attitudes and notions of education and upbringing, of the relationship between the individual and society, and of social welfare provision for its marginalised members. Social pedagogues (professionals who have completed a qualification in social pedagogy) work within a range of different settings, from early years through adulthood to working with disadvantaged adult groups as well as older people. To achieve a holistic perspective within each of these settings, social pedagogy draws together theories and concepts from related disciplines such as sociology, psychology, education, philosophy, medical sciences, and social work.
Methods
Hämäläinen points out that social pedagogy is not a method or a set of methods, but that any method is chosen based on social pedagogical considerations. In the past 3 main methods were defined:
Individual case work – with the aim to improve/develop individual life circumstances, Social group work – with the aim of developing social competences, Community intervention work – with the aim to develop social demographic structures. After 1970 a lot of different methods derived from those three. In practice a mono-methodical approach can be barely found; approaches/ concepts of action predominate which include more than the three classic methods.
Principles
Social pedagogy is based on humanistic values stressing human dignity, mutual respect, trust, unconditional appreciation, and equality, to mention but a few. It is underpinned by a fundamental concept of children, young people and adults as equal human beings with rich and extraordinary potential and considers them competent, resourceful and active agents.
In their earlier work on social pedagogy, Petrie et al. identify 9 principles underpinning social pedagogy: "A focus on the child as a whole person, and support for the child’s overall development; The practitioner seeing herself/himself as a person, in relationship with the child or young person; Children and staff are seen as inhabiting the same life space, not as existing in separate hierarchical domains; As professionals, pedagogues are encouraged constantly to reflect on their practice and to apply both theoretical understandings and self-knowledge to the sometimes challenging demands with which they are confronted; Pedagogues are also practical, so their training prepares them to share in many aspects of children’s daily lives and activities; Children’s associative life is seen as an important resource: workers should foster and make use of the group; Pedagogy builds on an understanding of children’s rights that is not limited to procedural matters or legislated requirements; There is an emphasis on team work and on valuing the contribution of others in 'bringing up' children: other professionals, members of the local community and, especially, parents. The centrality of relationship and, allied to this, the importance of listening and communicating."