All-Day School: A School in Crisis or a Social Pedagogical Solution to the Crisis?
In Greece, the operation of the all-day school has been highlighted by the Ministry of Education as the most important innovation of recent years. Its main goals are provide a safe environment for students at the end of the compulsory school programme, their participation in activities of an academic, cultural and athletic character, and the opportunity to complete their homework. This paper examines and reflects critically on the function of all-day schools from a socio-pedagogical point of view, especially the role that they play in the current economic crisis. In our country, the future of the all-day school depends on a number of factors, not least of which is a greater awareness of their socio- pedagogical role, and a greater clarity as to their essential aims.
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Document Type: Research Article
Publication date: 01 January 2015
More about this publication?
- 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’.