Wat is sociale pedagogiek

Document Sample
Wat is sociale pedagogiek Powered By Docstoc
					    Between claustrophobia and
Youth work in the activating welfare state.

             Filip Coussée
          UGent – Uit De Marge
1.   Youth work in crisis
2.   Between claustrophobia and
3.   No history, no identity
4.   An oxymoronic
Catastrophic cuts will spell end of
  youth service within months
               Oral evidence taken before the
                education committee (House of
                We are trying to get a sense of the
                evidence base on the effectiveness of
                youth work
                What difference does youth work
                make? We need to know in terms of
                value for money. Does it work?
                All studies say how ace everything is,
                yet kids are sleeping around and not
                getting jobs. How ace can it really be?
                Chair: “I want a fab answer to that!”
    Cuts in youth services 'will cause
   There is the huge question of reach
    which is about a lot of the most
    vulnerable young people.
   I think that one of the huge challenges
    is having the right professionals.
As a youth service that shows good outcomes, we
 are happy with a payment by results approach.

   Local authorities are getting sophisticated to identify
    risk factors and families. The challenge that we are
    facing is how to make this cultural shift.
   We have just let a contract to move young people who
    are NEET into apprenticeships. We are paying the
    agency only when it gets the young person into
   Government plans for the English Youth Services
    redefine what they do to such extent
    that it is increasingly difficult to call
    much of it youth work any longer.
             Retreat or compliance?

   Organisation of leisure time:
    consumers not creators
   Working on young people:
    cherry picking
   The work that works is not
    accessible, the accessible
    work does not work
   Imposing simple solutions
    to a complex reality: Empowering the
    powerful, cooling out the vulnerable
      No retreat, no surrender.
             Third Way?
 Peeing in the corners: no social work, no
 The youth work method
 Association, recreation, education,
  participation, emancipation, …
 'Youth work is social education and social
  education is … what youth workers do'
 Youth work is an instrument for social
Agoraphobia is an anxiety disorder defined
 as a morbid fear of wide open spaces,
 crowds, or uncontrolled social conditions.
Reconnecting youth work to society
                 Social pedagogy entails a
                   critical reflection on the
                   role of pedagogical
                   institutions in society
                   referring to „cultural
                   action’ as questioning,
                   „historicising‟ and
                   changing dehumanising
                   processes by unveiling
                   the social, political and
                   cultural project
                   underpinning educational
  “We've been through a period where too
       many people have been given to
   understand that if they have a problem,
 it's the government's job to cope with it. 'I
     have a problem, I'll get a grant.' 'I'm
   homeless, the government must house
    me.' They're casting their problem on
  society. And, you know, there is no such
thing as society. There are individual men
  and women, and there are families. And
   no government can do anything except
  through people, and people must look to
 themselves first. It's our duty to look after
 ourselves and then, also to look after our
           Joined up services?
   Succesfull transition to
   The preventative service
   Going full circle

                      •   Young people are targeted as
                          main priority
                      •    Youth work is recognised as
                          important actor to contribute to
   Promoting their social and professional integration as an
    essential component to reach the objectives of Europe‟s
    Lisbon strategy for growth and jobs, at the same time as
    promoting personal fulfilment, social cohesion and active
    citizenship? (European Commision 2009)

   Tackling the problem of becoming accessible to non-
    organised or marginalised young people is now felt by al
    key players to be essential to increasing participation by
    young people (Commission of the European
    Communities 2006).
          A double odyssey
 Blankenberge I and II
 Transnational and historical comparison
 Starting point for reflection beyond self-
  referential processes and myopic views
             The saint: social work
   Poverty relief and social work
   Oratorio, Patronages, ...
   “a genius” who realised that the
    social issue was fundamentally a
    question of education
   Invest in young people and
    empower them and you will
    prevent social problems
    The poet: youth movement

 Starts at school
 Youth as a cultural elite
     Self-realisation
     Self-government
     Camping, hiking, nature
     Social action
     Cultural renewal, no social
    Youth work avant la lettre
   Social care work for young people:
    participation in youth work

   Youth movement:
    participation through youth work

Adapting society to the needs of young people or …
Learning from current citizenship – learning for
  future citizenship → widening the gap
     The lord: A methodical synthesis
   Social work + youth movement
    = youth work as a method for
    social education

   Woodcraft, Public School, Boer War, Jungle Book,
    Boys Brigade
   Single concept of boyhood (and youth work)
        3rd educational environment
        discipline
        Learning by playing
        Ask the boy
   Cultural renewal
   Better “results”!
      The priest: A social pedagogical synthesis

   Social work + youth movement
    = social movement
    youth work as social educational practice

   A dignified approach of the
    working youth
   Cardijn’s Young Cahtolic
   Collective social action
Methodical = Abstraction of context
       -do you know that there are young
           working class people with problems of
           their own?
       - I do not know young workers, I only
           know young citizens and I want to
           create strong-willed young men.
       -do you know how young workers have to
           survive in factories, how they are
           influenced by “workers‟ environment”.
           How could we help them to stay “good”
           or even to have a good influence in
           their environment?
       -I don‟t know the workers‟ environment!
        The Youth Organisation
   The foreign observer is struck by the great diversity
    of youth movements in Belgium and by their
    immensely increased importance in national life
    since the recent war. (Picalausa & Vanderbruggen
   Through governmental measures and through their
    own initiative, the leaders of the youth movements
    are taking responsibility towards the needs of youth
    in this changed world: physical health, character
    education, vocational guidance, family
    responsibility, an adequate civic education adapted
    to the technical and moral needs of democracy.
       Mainstreaming of hoe het
    jeugdwerk ontoegankelijk werd
In de padvinderstuin werd veel gegrasduind
in de richting van meer actief jeugdwerk.
Zie de omvorming der patronaten tot
Chiro-jeugd en de strekking tot
jeugdbeweging, die in KSA tot uiting
kwam. Zie anderszins de vernieuwing
in het VVKS die de oorspronkelijke padvinderij als
spel en als individuele vorming vervolledigde met
elementen uit ideologische jeugdbewegingen.
Deze verruiming, die tot gelijkaardigheid geleid
heeft, heeft als keerzijde van de medalie,
geschaad aan de verscheidenheid en dus aan de
greep op de massa. (Vanhaegendoren, 1950)
 Youth work = Social work
 The social as a transit-zone: guiding young
  people to integrate in the social order
     Youth work instrument for social education
 The social as a forum: discussing the way we
 relate to each other and the conditions that
 structure those relationships
     Youth work social educational practice
private             SOCIAL           public



           Oxymoronic practice
   Transitional forum?
   Keeping up the tension
   Social work between public services and private
   The (re)invention of the social: post-communist,
    post-colonial, post-welfare
   New public management?
   back to the future?
We make the road by
Paolo Freire and Myles Horton

Shared By: