Social pedagogics and Social pedagogical assistance?

Introduction

Kuttner (2016) challenges the narrow view of civic engagement and its limited effectiveness for marginalized youth. He proposes "youth cultural organizing," utilizing arts and hip-hop culture as assets to foster meaningful civic engagement through culturally sustaining pedagogy.

Methodology

This article employs a case study approach, focusing on Project HIP-HOP, an organization utilizing hip-hop arts to engage youth in community organizing and civic action. Through ethnographic observation, interviews, and document analysis, Kuttner explores the program's design, implementation, and impact on participants' civic engagement.

Results

• Limited traditional models: Traditional citizenship education

Introduction

Sheridan (2018) explores the potential of Paulo Freire's critical pedagogy for youth participation practices in Scotland. Drawing on experiences from a youth-led project inspired by Freirean principles, she argues for moving beyond tokenistic engagement and fostering transformative participation for young people.

Methodology

• This chapter employs a qualitative and reflective approach, combining analysis of existing literature on Freirean pedagogy and youth participation with insights from a case study of the "Youth and Co" project in Scotland.
• The project involved young people co-designing and leading workshops on social justice issues, drawing inspiration from Freirean dialogue and critical reflection.
• Sheridan reflects on her own

This chapter was published in Paulo Freire's 'Pedagogy of the Oppressed'

Introduction

In the first chapter of "Pedagogy of the Oppressed," Freire (1970) lays the foundation for his groundbreaking educational philosophy. He challenges the traditional "banking" model of education, where teachers deposit knowledge into passive students, and argues for a critical, dialogical approach that empowers oppressed individuals to engage in their own liberation.

Key Arguments

Critique of the "banking" model:

• This model treats students as empty vessels to be filled with knowledge, fostering passivity and dependence.
• It reinforces power imbalances between educators and learners, perpetuating the oppression of marginalized groups.
• It fails

Introduction

Van Bijleveld, Dedding, and Bunders-Aelen (2015) review the state of knowledge regarding children and young people's (CYP) participation within child welfare and protection services (CWPS). They emphasize the importance of meaningful participation for CYP well-being and service effectiveness.

Methodology

• The review employs a systematic approach, analyzing 51 studies published between 1990 and 2013 that explore CYP participation in CWPS across diverse countries and contexts.
• The analysis focuses on various aspects, including:
  • Models and methods for facilitating participation
  • Factors influencing participation (e.g., age, context, power dynamics)
  • Outcomes and impacts of participation on CYP and services