As we tread carefully into this new year, still reeling from 2020, we may be tempted to put last year behind us and move on. But in ‘moving on’ we run the risk of losing some of the valuable learning that came with the battles and the pain of this unique year. Matters of social justice were made much clearer to more people in 2020 - inequalities rooted in centuries and decades past were brought into sharp, painful focus at a time when solidarity, co-operation and empathy were needed, perhaps more than ever, to keep societies, communities and people going and coping with a myriad of challenges.
While social pedagogy is undoubtedly concerned with what happens in everyday practice, it is equally concerned with how societal and institutional structures and systems contribute to or cause inequalities. Social pedagogues/social pedagogy practitioners and educators have a responsibility to make ourselves aware of and actively challenge political powers in the fight for social justice and equality. Come and join us in exploring how we can better understand and promote social justice in 2021 as individuals, groups and as a profession.
United by concern after reading and considering the wider implications of the article ‘English schools being banned from using anti-capitalist material in teaching’, and a desire to stimulate more thinking, debate and action in the social pedagogy community we have gathered together a small group of academics and experienced practitioners to help us start this new year with a webinar on social justice.
To whet your appetite we recommend this article from Ryynanen and Nivala (2018) that explores inequality as a social pedagogic question.
Happy New Year! May this be a year of more equality, because equality is better for everyone.
REGISTER TO THIS WEBINAR HERE
This webinar is free of charge, but we are kindly asking for donations. Your donation helps SPPA to stay alive. We suggest a donation of £5 but we will be very grateful to receive any amount. If you are struggling at the moment, no worries, you can still help us by spreading the voice and sharing the event on social media.
The funds received will be used to support the profession, organise more events, promote Social Pedagogy knowledge and practice and keep spreading the word in the UK and internationally
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Looking forward to seeing you!
If you have any questions, please email us at firstname.lastname@example.org
Social justice: responding to social inequalities with social pedagogy
29th January 2021
13:05 Prof. Claire Cameron
13:15 Lowis Charfe
13:30 Maria Claudia Santos Lopes de Oliveira
13:45 Cecile Remy
14:00 Breakout room themed discussions
Claire Cameron is Professor of Social Pedagogy at the Centre for Understanding of Social Pedagogy, Thomas Coram Research Unit, UCL Institute of Ed
ucation, University College London. Claire began her career in residential care and, after qualifying as a social worker in 1987, in social work until 1992. Since then she has been a researcher specialising in studies of the children’s workforce, early childhood care and education, looked after children and young people, care leavers. She is particularly interested in the intersection of care and education and in the education of children in care and care leavers. Much of her work is cross-national and has a long standing interest in social pedagogy. She has been involved in studies of the potential for and impact of social pedagogy in the UK since 2000, and ran the Care Matters government funded pilot programme exploring social pedagogy in residential care. She developed and led the first UK MA Social Pedagogy and supervises PhD students in the field of social pedagogy. She co-edited (with Peter Moss) Social Pedagogy and Working with Children and Young People: Where Care and Education Meet (2011, JKP), one of the first English language volumes introducing social pedagogy. She is now project manager of the Scaling up Social Pedagogy project behind SPPA and the emergent social pedagogy qualifications.
|Maria Cláudia Santos Lopes de Oliveira
Maria Cláudia is an Associate Professor at the University of Brasilia, where she develops research projects in Psychology of Human Development in the course of life, with an emphasis on social development in the urban context, of schools and institutions of the rights guarantee system such as socio-educational care units. She currently coordinates the Laboratory of Cultural Psychology [LABMIS] and the Dialogical Psychology WG [ANPEPP].
Between 2015 and 2016, she carried out a post-doctoral project at the Pontifical Catholic University of Rio de Janeiro and University of Aalborg, Denmark. In 2009, she completed a Postdoctoral Internship in Psychology at the Autonomous University of Madrid, Spain, and before that, in Human Development at Clark University, USA (2005).
She edited the books “Psychology of human development processes: culture and education” (2016) and “Diversity and culture of peace at school: contributions from a sociocultural perspective” (2012). She is co-author of several works, such as “The science of human development: challenges for psychology and education” (2014) and “Teaching in Socioeducation” (2014).
Lowis is a Senior Lecturer at the University of Central Lancashire and joint Course Lead for the MA in Social Pedagogy Leadership. She has run various training sessions around social pedagogy for several Local Authority teams and third sector organisations. She is also the lead for the UK partner team in the Erasmus funded Massive Open On-Line Course (MOOC) project, Social Pedagogy In Europe. Headed by ThemPra, the project has developed a short on-line course looking at the role of social pedagogy across Europe.
Previously she worked as a qualified social worker in a Leaving Care Team, supporting young care leavers to live independently. Her first role was as a Youth Offending Team Officer for the Manchester YOT service. Because of her previous social work experience, she understands the link between social pedagogy and social work and feels excited about the developments within the UK to embed social pedagogy into direct practice.
After studying archaeology, Cecile became a residential care worker and teacher for children with special needs in Camphill Schools, Aberdeen. She then moved to Kent, where she set up a small independent special unit, teaching primary aged children who found it difficult to integrate within the mainstream school. Social pedagogy, which she experienced in Camphill, became an essential framework to articulate the pedagogical vision for the school. During this time she became intently aware of the lack of theorisation of learning within social pedagogy. This prompted her to start a PhD, where she explores how the ‘image of the child’ influences the work of professionals using social pedagogy.
Cecile is currently a PhD candidate at UCL Institute of Education and a Life skills and Participation Coach within St Christopher’s Fellowship