This event seeks to draw together social pedagogy and spatial approaches from Germany and England in theory and practice.
Who is this event for?
It will be particularly relevant for students, practitioners and academics interested in Social Pedagogy, social work, foster care, young people care, participation and rights, but everyone wanting to know more about Social Pedagogy is also welcome!
What is it about?
The emphasis of the event will be on spatial approaches and its links to social pedagogy. There will be different interactive workshops in which the attendees will have the opportunity to reflect on their own practice and explore the links and divergences of Social Pedagogy in both countries and internationally. Please see the session description section to know more about each of the workshops.
For this unique event, we are delighted to have Prof. Christian Spatscheck from Bremen City University as a special guest and Prof. David Shemmings, from the University of Kent chairing the plenary discussion.
You can book your tickets here:
*It is not necessary to print your ticket, we will have an attendance list. Please, note that the first session starts at 11:00 am, but we encourage you to arrive 30 minutes earlier to register.
Social Pedagogy in the German tradition – key elements and current challenges
Prof. Dr. Christian Spatscheck
The presentation will start with an overview of the main concepts from the discourse on social pedagogy in the German tradition. Here, especially current and contemporary approaches like the Life-World Approach (Thiersch), the Coping Paradigm (Böhnisch), Subject Oriented Social Pedagogy (Winkler), and others will be reflected. In this background, a special focus will be laid on the Spatial Approach to Social Pedagogy and its implications for research and practice. The presentation will also include interactive elements in order to compare the different conceptual traditions and experiences in Germany and England. A final summary will highlight current issues and challenges that are emerging for social pedagogy as a professional tradition and approach.
Further reading on Spatial approaches:
Young people’s self-motivated activity between care and control
Natalie Jones and Cecile Remy
Within the regulatory framework of children’s homes, care and control are aspects of practice that are in constant tension (Rothuizen and Harbo, 2017). Social pedagogues are constantly balancing other aspects relating to human beings and society, and in this case, we would like to focus on the young people’s self-activity, guided by the trust that children and young people constantly want to learn, but that this may be hidden from view (Mollenhauer, 2013).
During this workshop, we will explore the relationship between those three concepts, starting from our daily practice within St Christopher’s and expanding it to other contexts familiar to the participants.
We will relate this to a school of thought, namely Russian cultural-historical psychology, or activity theory. This is used to understand and transform practice so that our commitment to see the young people’s willingness to learn and join in their self-activity is strengthened.
|Prof. Christian Spatscheck|
Nicola is the Director of practice at The Lighthouse. She has almost 20 years’ experience in children’s social care as a frontline practitioner and manager in residential childcare, as well as roles in policy, research, strategy, practice, education and workforce development.
Before joining Lighthouse, Nicola was at the youth charity St Christopher’s, initially opening a new children’s home based on social pedagogic principles, then working across the organisation to embed social pedagogy in theory and practice at operational and strategic levels. She was also a member of the steering group which founded the Social Pedagogy Professional Association and is a graduate of the University of Oxford and London Metropolitan University.
Inspired by his experience of growing up in foster care, Emmanuel founded The Lighthouse, an organisation with a vision of radically improving education outcomes for children in care.
He is a former English teacher. He trained on the Teach First programme and taught in Birmingham for three years. Emmanuel has been developing the idea for Lighthouse since 2014 when he began conducting research into the educational experiences of looked after children. In 2018, he was awarded a Winston Churchill Fellowship to study children’s homes in Germany and Denmark, the results of which informed the Lighthouse model. Emmanuel is a graduate of the London School of Economics and also holds an MA in Education and Leadership from Warwick University.
If you are a SPPA member or already have an account with SPPA from previous events, log in to your account to book your place.
10:45 - 15:30
UCL Institute of Education
20 Bedford Way, London,
This is a free event, please reserve your place on Eventbrite