Fighting Corruption: Values Education and Social Pedagogy in Greece in the Middle of the Crisis

Kyridis, Argyris; Christodoulou, Anastasia; Vamvakidou, Ifigeneia; Korres, Maria Pavlis

doi:10.14324/111.444.ijsp.2015.v4.1.003

IJSP

2015

DOI: 10.14324/111.444.ijsp.2015.v4.1.003

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Fighting Corruption: Values Education and Social Pedagogy in Greece in the Middle of the Crisis

Argyris Kyridis

Anastasia Christodoulou

Ifigeneia Vamvakidou

et al.

Abstract: This article aims to outline a framework for the development of school and social practices for combating corruption in Greece through values education. The proposal’s particular contribution lies in the identification of a values education in Greece that would utilise and also strengthen the social pedagogical ethos. Our research proposal is mainly based on social pedagogical theory and methodology and on organised social pedagogical actions whose aim is to bring about improvement and change in social and edu… Show more

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Cited by 3 publications

References 37 publications

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An international comparison: Social pedagogy training

Janer

Úcar

2018

Journal of Social Work

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This study adopts a comparative perspective to present a descriptive analysis of the state of social pedagogy training at universities in different countries. It arises out of an interest to construct a global, current and integrated perspective of social pedagogy. The study uses a quantitative methodology to analyse the content of social pedagogy curricula based on the principal dimensions that shape them, which have been defined by academic experts in previous search (Janer & Ucar, 2016). Findings: The results indicate that in most of the universities analysed social pedagogy is a subject within other social and educational science studies rather than a degree or specialization in its own right. There is coherence between what the academic experts point out and the specific content of university studies in social pedagogy as regards the political, ethical and social dimension of the context and, regarding the varied scope of intervention and use of methodologies. However, the epistemological, professional, historical and functional dimensions have little presence in social pedagogy university studies. Applications: The theoretical and practical field of social pedagogy is complex and subject to multiple and varied interpretations. This study contributes to the theoretical debate on the nature of social pedagogy. This analysis is relevant from both a scientific and a social perspective. It's necessary to working towards building a common and

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An international comparison: Social pedagogy training

Janer

Úcar

2018

Journal of Social Work

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Social pedagogy and social work relations in Greece: autonomous trajectories

Mylonakou-Keke

Kallinikaki

Mertzanidou

2022

International Journal of Social Pedagogy

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This article explores the relationship between social pedagogy and social work in Greece. The search begins with the identification of their philosophical roots, which, although they are common and start from the Ancient Greek philosophers, have led the course of each discipline in a different direction. What follows is the presentation of the most important defining elements of the development of the studies of social work and social pedagogy in Greece, which include features and historical landmarks. The different trajectories can be seen from the development of studies, where social work has a long tradition as an academic discipline, whereas the academic tradition of social pedagogy is much shorter. A similar differentiation is found in the professional frameworks of social work and social pedagogy in Greece, that is, in the institutionalisation of the profession of social worker and social pedagogue. Indicative data from the field of research of each discipline are then presented. Despite the differences and the autonomous trajectories, remarkable commonalities and similarities between social pedagogy and social work in Greece are identified, such as some basic principles, priorities, epistemological and methodological dimensions and some common areas of interest and action. Therefore, the autonomous trajectories of these disciplines do not separate them, but as potentially complementary, are able to make interdisciplinary connections between them, so that prevention and intervention programmes, especially in the fields of education and the community, can be developed.

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A human approach to restructuring the education system: why schools in England need social pedagogy

Stobbs

Solvason

Gallagher

et al. 2023

International Journal of Social Pedagogy

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In this article, we contend that the current schools’ system in England needs to be carefully reconsidered if we are to offer opportunities for success (in its broadest sense) to those whom our current, technocratic education system excludes. With a focus on social pedagogy and human-centred learning systems, we argue that continued modifications to the existing education system are no longer sufficient and that an ideology overhaul is needed before any significant positive progress can be made. To this end, we suggest various ways that schools might work towards developing healthier and more inclusive communities, built on the key social pedagogical foundations of positive relationships, democracy, inclusion, creativity and pedagogical love. We also make recommendations for an education system in which the teacher, as a highly trained professional, can enjoy a professional autonomy commensurate with their level of qualification. Finally, we dispel some of the myths that have prevented radical, community-focused change to date.

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Fighting Corruption: Values Education and Social Pedagogy in Greece in the Middle of the Crisis

Cited by 3 publications

References 37 publications

An international comparison: Social pedagogy training

An international comparison: Social pedagogy training

Social pedagogy and social work relations in Greece: autonomous trajectories

A human approach to restructuring the education system: why schools in England need social pedagogy

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