Social Pedagogy under Very Difficult Conditions: The Case of the Multicultural School of Athens
This paper presents social pedagogy under very difficult conditions in the Multicultural School of Athens. More specifically, the paper introduces the Participatory Transformative Pedagogy model developed to train our students to overcome conflicts and to learn to coexist, communicate and gradually to participate to common actions and finally to collaborate effectively. Our efforts aim to introduce cooperation among students that have come from war-torn countries, have suffered a lot and finally meet, in the same school, students 'responsible for their suffering'; this is the environment of the first multicultural School of Athens. Participatory Transformative Pedagogy (PaTraPe), is a promising approach for making students develop relationships as the only way to deal with the demanding requirements of their classes that value cooperation. When sustainable relationships have been established, social pedagogy methods emerge. The aim of our model is to let a 'social pedagogical wind' blow in the Multicultural School of Athens, so that effective communication, community collaboration and social cohesion could be established.
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Document Type: Research Article
Publication date: 01 January 2015
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- The International Journal of Social Pedagogy makes a substantial contribution to the cross-cultural discourse around social pedagogy. With emphasis on a theory-practice connection, articles in IJSP reflect a wide range of social pedagogical traditions and provide a greater understanding of social pedagogy in ways that are both relevant at a practice level and contribute to the body of theory and research. The interdisciplinary field of social pedagogy is constantly developing and evolving, and needs a strong foundational theory base, supported by well documented practice. IJSP is the only UK based English-language journal dedicated to social pedagogy and has so far attracted substantial international attention. Recently adopted by UCL Press, one of the peer reviewers praised IJSP for being ‘at the forefront of developing a scholarship in social pedagogy in an English language context, attracting a mix of local and well-known international contributors’.