Youth Worker, Probably the Most Difficult Job in the World

Abstract

Guest Editors' NoteOne of the most central principles for social pedagogues is to critically examine their role and the purpose of their practice: What are the social aspects of relevance for their practice? How can they help the children they work with to develop social competences, to feel included in a social network and the wider society, to have a sense of belonging and take more responsibility for their community? To what extent must social pedagogues be advocates for those marginalised within society, be a critical voice that challenges social inequalities? And on the other hand, what pedagogical aspects are important within their work context? How can they create learning opportunities that prepare children and young people for many aspects of life? To what extent are they expected to be formative and socialise children and young people to fit in, and to what extent must their practice nurture the individual's autonomous development? These are not easy questions to answer, and they need to be asked over and over as the answers will change, depending on the individual with whom social pedagogues work, but also their work context and, importantly, the wider societal–political framework, which might make particular aspects more relevant at times.

1844-2014: 170 Years of Social Pedagogy Can Greece’s Economic Crisis Highlight the Potential of Social Pedagogy?

“…1844-2014: 170 YEARS OF SOCIAL PEDAGOGY potential for empathic understanding. This fundamental social pedagogical need and priority for us to be trained so we accept people different from ourselves and respect others (without losing our personal identity) has been pointed out by many scholars (Eriksson & Markström, 2003;Petrie, 2005Petrie, , 2011Buchkremer, 2009;Kyriacou et al, 2009;Mylonakou-Keke, 2009bEichsteller, 2010;Coussée & Williamson, 2011;Eichsteller & Holthoff, 2011).…”

Social Pedagogy and School Community Preventing Bullying in Schools and Dealing with Diversity: Two Sides of the Same Coin

“…1 The aforementioned objectives are both fundamental positions, priorities and objectives of Social pedagogy and are interconnected with other objectives such as: social justice, a critical attitude towards stereotypes and exclusion, personal and social progress and well-being, the all-round development of the human being and the pursuit of psychosocial empowerment, together with the strengthening skills such as taking personal responsibility, developing self-confidence, creating positive experiences, highlighting as well as strengthening positive attributes, creating internal incentives, with explicit aims developing the skills of careful listening and dialogue and general interpersonal communication, harmonious coexistence, cooperation, active collaborative action to improve and change a current situation, effective decision making and problem solving, and so forth. (Cameron, 2004;Eichsteller, 2010;Coussée & Williamson, 2011;Eichsteller & Holthoff, 2011;Kyriacou, 2013;Kyriacou et al, 2009;Mylonakou-Keke, 2009Petrie, 2011;Petrie et al, 2006;Stephens, 2013).…”

Social Pedagogical Reflexes of Greek Society during the Economic Crisis Period: Indicative Social Pedagogical Actions

“…The institutional actions presented in this category aim to realize another purpose of social pedagogy, which is the protection of every child from bullying, violence and neglect and the provision of child's progress and well-being (Eriksson & Markstrom, 2003;Kyriacou et al, 2014;Mylonakou-Keke, 2003Stephens, 2011). At the same time, there is an endeavour to develop better social pedagogical practices, which will contribute to tackling social inequalities (Coussée & Williamson, 2011;Mylonakou-Keke, 2013;Petrie, 2011).…”