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• W2741251702 abstract "In this chapter, we explore a possible interpretation of what social pedagogy may mean, when considering issues of diversity in early childhood education. In our view, a social pedagogical perspective deliberately connects pedagogical practices to underlying social and political assumptions and objectives. A social pedagogical perspective throws light on the way social and political problems are transformed into pedagogical questions. This is particularly the case when discussing issues of diversity. Indeed, questions such as how to respect diversity and yet at the same time safeguard social cohesion have long been in the hearts and minds of social pedagogues. We explain this by using the metaphor of ‘social pedagogical embarrassment’. The GermanDutch social pedagogue Carl Mennicke (1887-1959) coined this term to express how concerns about social cohesion, especially in times of crisis, impel policymakers and pedagogues to call for a renewed social pedagogical strategy. Society is embarrassed (discomfited) because the social consensus that lays down how to handle the tension between tolerance for diversity and concerns for equity comes under great pressure. Educators from all different fields are called on to close this social pedagogical gap. This means that pedagogues are given a huge social responsibility. But it also draws our attention to the tentative and fragile steps that pedagogues have to take to position themselves in the tensions created by attempts to deal with both diversity and social cohesion. By tracing the history of how the issue of diversity has been considered in early childhood education, we certainly do not wish to resolve these tensions and the embarrassment they create. On the contrary, we believe it is more useful to give these tensions a more prominent place in our policies and practices. An introduction on social pedagogical embarrassment In this chapter we wish to discuss a possible social pedagogical perspective on the issue of diversity in early childhood education. Before we do so, it is necessary to clarify what we mean by a social pedagogical perspective. As argued elsewhere (Vandenbroeck, Coussee and Bradt 2010), we do not consider social pedagogy as a solution to (social or pedagogical) problems. Reducing social pedagogy to a method could turn it into a useful instrument to control social problems by adjusting children (and their parents) to the prevailing consensus on how to behave as good citizens, albeit in more empathic and humane ways than through mere repression, behavioural therapy or charity. From a social pedagogical perspective the issue at stake is not merely to find the best solutions to a given social problem, but rather ‐ before thinking about solutions ‐ to continually re-examine in participatory ways what the problem might be and whether our pedagogical practices question or confirm prevailing understandings of the problem. A social pedagogical perspective deliberately connects pedagogical practices to underlying social and political assumptions and objectives. So while social pedagogy has its roots in ideas on holistic education, child-centredness and life-world orientation, these core ideas have always been underpinned by very different assumptions and aims, leading to very different interpretations. Throughout history one can identify both conservative and restorative forms of social pedagogy, and ideas that were developed starting from progressive or radical perspectives on the question of how pedagogical practice should shape and reflect the" @default.
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• W2741251702 date "2011-01-01" @default.
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• W2741251702 title "Vandenbroeck, M.; Cousée, F.; Bradt, L. & Roose, R. (2011). Diversity in Early Childhood Education: a Matter of Social Pedagogical Embarrassment. In: Cameron, C. & Moss, P. (eds.). Social Pedagogy and Working with Children. Engaging with Children in Care. London: Jessica Kingsley Publishers. 53-68. Chapter Four Diversity in Early Childhood Education: a Matter of Social Pedagogical Embarrassment" @default.
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