A Critique on Camerons Social Pedagogy and Care - Term Paper Example

A Critique on Cameron’s Social Pedagogy and Care Table of Contents I. Introduction ……………………………………………………………….. 3 II. Social Pedagogy in UK …………………………………………………. 3 III. Residential Care in Denmark, Germany and England ……………… 4 a. Formal Education and Trainings …………………………… 4 b. Provision of Holistic Care on Children ……………………. 5 c. The Different Concept of Residential Care Practice in Different Countries ………………………..………………….. 5 IV. Discussion …………………………………………………………………. 6 VI. Conclusion …………………………………………………………………. 8 References …………………………………………………………………………. 9 Introduction Since the twentieth century, the term ‘social pedagogy’ was increasingly associated with social work and a holistic social education which promotes the well-being of an individual throughout the European nations and countries like Germany, Holland and Hungary.1 Considering that social pedagogy is about the study of social interaction, some experts perceive social pedagogy as ‘learning by doing.’2 In line with the increasing popularity of social pedagogy in the residential care for children as well as the young individuals throughout the European countries and other countries, Claire Cameron wrote an article entitled ‘Social Pedagogy and Care: Danish and German Practice in Young People’s Residential Care’ which conducted an ethnographic study of social pedagogy as well as residential care in Belgium, Denmark, France, Germany, and the Netherlands in order to examine the actual practice and its relationship with the provision of care in England. For this study, the researcher will make some critiques over the Cameron’s statements in the article. Social Pedagogy in UK According to Cameron (2004), the concept of social pedagogy which focus on training and practice of social work within the residential care for children and young people is not clearly understood in UK.3 Contrary to her statement in this particular article, there are several schools in UK that is currently promoting the importance of social pedagogy in Europe’s residential care for children. In fact, looking after the children’s welfare is already a part of the main goal of UK social policy.4 Residential Care in Denmark, Germany and England Formal Education and Trainings The article states that social pedagogy approach in Denmark and Germany is conducted by providing the staff member of residential care homes with proper actual trainings; whereas social pedagogy approach in England is being extended to social workers through formal education in schools.5 According to Petrie et al. (2005), the term ‘pedagogy’ in England is not often used except in classrooms and formal education.6 Instead of using the word pedagogy, English people use words like childcare and early years, youth work, residential care and play work to describe a similar context or idea. Both approaches to social pedagogy should be accepted in the sense that the learners could learn the appropriate theories behind social pedagogy within a formal educational setting as well as providing the learners an actual learning experience through an on-the-spot training programs to social care workers who are directly handling children within the residential care homes. For this reasons, it is best that social pedagogy approach should occur both in formal educational settings as well as an actual on-the-spot trainings in order to maximize the positive impact of social pedagogy on children and young people. Provision of Holistic Care on Children According to Smith (1999, 2007)7, social pedagogy is about social education that focus on the well-being of an individual using a more holistic as well as educational approach. In line with a holistic approach on education, the social pedagogy in Germany includes ‘everything on education and upbringing, but not school or family.’8 In general, a holistic approach on care provision includes not only the personal ‘self’ but also other social groups such as family members, friends, and the community.9 Since the context of social pedagogy in England is about developing the overall well-being of children as a person, involvement of parents in the context of social pedagogy should not be omitted. In fact, parents are the first pedagogues since they are the first people to build social relationship with them aside from providing them with physical and emotional care necessary in the development of the child’s personality.10 The Different Terms of Residential Care Practice in Different Countries In England, people use words like childcare and early years, youth work, residential care and play work more than using the word ‘pedagogy’.11 The residential care workers who are employed in Germany are often called ‘betreuer’ or ‘erzieher’ instead of the usual term carer or caregiver.12 In Denmark, the term ‘pedagogue’ is used to refer to pedagogic trainings or the profession of a person who deals with care provision on children and young people.13 Discussion There are many factors that could contribute to the development of social pedagogy policies and theories in different countries. These factors includes the cultural aspect like parenting or child rearing practices; social history in each country; trend of government policies on health care provision such as the development of innovative residential care policies; and the type of environment where children are brought up. Considering that each country has its own social pedagogy policies, theories, and ways of using the term social pedagogy, it becomes illogical to conduct an ethnographic study of social pedagogy and residential care in five different countries as a way to examine the actual practice and its relationship with the provision of care in England such as what the author wrote in the article. Particularly the differences in the terms used in social pedagogy could distort the result of the study Cameron has personally conducted in Denmark and Germany upon enabling the author to determine the social workers’ understanding and practice on social pedagogy. The potential miscommunication between the interviewer and the participants could easily misguide the author with an invalid conclusion. Based on Cameron’s findings, the author concluded that racism and bullying are often considered as an opportunity for social education. On the other hand, most pedagogue or betreuer agree that their profession requires a balance intellectual knowledge, compassion, and practical skills when dealing with the children.14 However, the fact that the participants are aware that the author is conducting the interview for a study, participants could consciously manipulate their answers in a way that they believe is an appropriate practice for social pedagogy. There is a big possibility that the answers most participants have provided are not in accordance to the carers’ or pedagogues’ actual practice. Basically, knowing the concept of social pedagogy in other countries should not be totally compared with the social pedagogy practices in England since the theories and practice in each country is deeply rooted with the people’s culture, traditions, and beliefs. For instance, parents in England are considered in the theory of delivering social pedagogy to children.15 On the contrary, parents and education is not included in the practice of social pedagogy in Germany.16 It is possible that the social pedagogy policy makers in Germany focus only on the participation of the social care workers within the residential care or child care setting. It does not necessarily mean that social workers in Germany do not entirely consider parents to have a role in the child rearing process. The fact that the policy and system of social pedagogy and care on residential care for children varies in each country, Conclusion and Recommendation People’s awareness on social pedagogy is increasing in terms of the importance of social pedagogy in the provision of residential care for children in different countries. Despite the social workers’ increasing knowledge on this matter, differences such as terms used, policies, theories and framework on social pedagogy exists because of the different culture in each country. The article that Cameron has written provides us with a short overview on the different ways on how social pedagogy is being practiced in one country to the other. However, the result of the study remains questionable in terms of its validity and accuracy. Considering the fact that each country is using different social pedagogy terms in their profession, there is a possibility of errors in the interview results. Also, conducting a personal interview with the participants could result to a distorted feedback since the participants are aware that the interviewer is conducting the interview for the purpose of a study. In order to minimize the potential errors in the result of the study, the interviewer should have initiated or conducted an anonymous observation on how the participants personally practice their profession as a carer for children and young people or pedagogue. By doing so, the author will have the opportunity to determine the accuracy of the interview results. *** End *** Bibliography Cameron, C. (2004). Social Pedagogy and Care: Danish and German Practice in Young Peoples Residential Care. Journal of Social Work , 4(2):133 - 151. References: Baumer, G. (1921). Die Historischen und Sozialen Vorausstzungen der Sozialpadagogik und ihrer Theorie. In Cameron, C. (ed) Social Pedagogy and Care. Journal of Social Work , 4(2):133 - 151. Kliebard, H. (1987). The Struggle for the American Curriculum 1893 - 1958. New York: Routledge . McQuail, S. (2001). Working with Children European Models of Pedagogy and Residential Care: Germany. In Cameron C. (ed) Social Pedagogy and Care. London: Thomas Coram Research Unit. Institute of Education, University of London. Napoli, M. (2002). Holistic Health Care for Native Women: An Integrated Model. American Journal of Public Health , 92(10):1573 - 1575. Petrie, P., Boddy, J., Cameron, C., Heptinstall, E., McQuail, S., Simon, A., et al. (2005). Pedagogy - a Holistic, Personal Approach to Work with Children and Young People, Acress Services. Briefing Paper. Thomas Coram Research Unit , 1 - 8. Petrie, P., Cameron, C., McQuail, S., & Boddy, J. (2008). IOE London. [Online] Retrieved February 20, 2008, from Social Pedagogy in Europe: Improving Residential Care: http://ioewebserver.ioe.ac.uk/ioe/cms/get.asp?cid=470&470_0=5829 Smith, M. K. (1999, 2007). Infed. [Online] Retrieved February 20, 2008, from Social pedagogy in the Encyclopaedia of Informal Education: http://www.infed.org/biblio/b-socped.htm Read More