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BJSW Advance Access published online on November 21, 2008
British Journal of Social Work, doi:10.1093/bjsw/bcn147
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© The Author 2008. Published by Oxford University Press on behalf of The British Association of Social Workers. All rights reserved

The Emerging Social Pedagogical Paradigm in UK Child and Youth Care: Deus Ex Machina or Walking the Beaten Path?

Filip Coussée, Lieve Bradt, Rudi Roose and Maria Bouverne-De Bie

Filip Coussée is assistant professor at the Department of Social Welfare Studies at Ghent University, Belgium. His main research topics are social pedagogy and youth work. Lieve Bradt is a Ph.D. student at the Department of Social Welfare Studies at Ghent University. Her main research topics are restorative justice, social work and social pedagogy. Rudi Roose is assistant professor at the Department of Social Welfare studies at Ghent University. His main research topics are social work theories, social pedagogy and children's rights. Maria Bouverne-De Bie is professor at the Department of Social Welfare Studies at Ghent University. Her main research topics are social pedagogy and social work and welfare rights.

Correspondence to Filip Coussée, Ghent University, Faculty of Psychology and Educational Sciences, Department of Social Welfare Studies, Henri Dunantlaan 2, 9000 Gent, Belgium. E-mail: Filip.Coussee{at}UGent.be


  Abstract

This article is prompted by the finding that social pedagogy—although not a familiar concept in the UK—is now being taken up with greater interest (Petrie et al., 2006; Lorenz, 2008), especially in the field of early childhood education and residential child and youth care. Social pedagogy is believed to be able to promote shared values and skills across different fields in education and care that were, until recently, sharply distinguished from each other (Petrie, 2005). In this article, we reflect on the recent developments in the import of social pedagogy into the UK. Next, we comment on the assumed potential of the concept of social pedagogy. In connection with these comments, we make a plea for explicit recognition of ‘the social’ in social pedagogy. We endorse the historical reflections on German social pedagogy made by Lorenz (2008) and will add some considerations driven by our involvement with the development of social pedagogy in the UK. In the final discussion, we highlight the potential of social pedagogy as a perspective on social work (cf. Hämäläinen, 2003).

Keywords: Social pedagogy, child and youth care, social work


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