Social pedagogy in the UK: Theory and practice Kieron Hatton

Reviewed by: Karen Lyons, London Metropolitan University, England

This easy to read book provides a timely introduction to the principles and practices of social pedagogy. After an introduction and outline of the book’s structure (pp. v–x), it consists of 12 chapters organised in five parts focusing on context; theory; practice; ‘social pedagogy for the UK’; and conclusion. It also includes a guide to further reading, some contact details of relevant organisations and references. In relation to the last, the text is extremely well referenced, but unfortunately about 30 out of approximately 200 citations are missing from the References section. Hatton gives a definition of social pedagogy from the website of the Social Pedagogy Development Network (p. v) and in other places emphasises the importance of ‘head, heart and hands’ in what is essentially a holistic approach to professional relationships in social interventions.

I could not find a specific statement about the aims of the book, but the author’s mission is clearly, a) to explore and explain the meaning and range of ‘social pedagogy’ and b) to identify its (potential) relevance and utility in the British context across a range of settings and fields of practice. He thus includes chapters focusing on the origins and key thinkers of social pedagogy (Chapters 2 and 3); and issues related to inclusion and power (4 and 5); as well as ‘… children’s services and looked-after children’ (7); ‘Social pedagogy and youth work’ (8); ‘Personalisation (and) adult social care …’ (9); and ‘Community and pedagogy’ (10).

The notion of social pedagogy is not new to those in the UK involved in ‘European social work’ (perhaps via exchange programmes or European conferences) and indeed Hatton has here drawn on over two decades of experience with European social pedagogy (including through a joint degree with a Danish programme). But it is a term which has remained unfamiliar or puzzling to many social professionals working in Anglo-American traditions, despite periodic efforts to acknowledge its importance in the European context (e.g., see Lyons & Huegler, 2012). British government interest, this century, in the potential contribution of social pedagogy to residential child care in England, has promoted both research projects and publications. However, as Hatton points out, social pedagogy is less ‘foreign’ to some UK countries such as Scotland; and its relevance is not restricted to the field of residential child care (as articulated in Chapters 8, 9 and10).

Hatton is clearly aware of criticisms sometimes levelled against social pedagogy, for instance, that its focus on ‘being alongside’ service users ignores the power which professionals hold. Apart from the discussion in Chapter 5, he cites the importance of the ‘common third’ in which both service user and social pedagogue engage in, for example, creative or sporting activities on an equal basis; and specifically proposes the CRISP model (Creativity, Inclusion, Social Pedagogy, pp. 38–40). A second charge is one also levelled at British social work, that individual responsibility is the focus of intervention at the expense of addressing the structural factors which keep some individuals, families and communities in situations of deprivation and dependency or deviancy. Hatton clearly sees a place for engaging with organisational and ‘political’ personnel and processes alongside service users when necessary – whichever qualification professionals hold.

Despite Hatton’s clear commitment to the efficacy of social pedagogy, he is not necessarily arguing for a wholesale adoption of social pedagogy as a widely available alternative qualification to social work. However, this book does suggest that the incorporation of some of its principles and practices into the thinking, teaching and practice of social work and social care could enrich and refresh a broad spectrum of services as currently operating and developing in much of the UK. A better understanding of social pedagogy is also highly relevant to the assessment of this qualification for registration and employment purposes, so that there is greater appreciation of the particular skills which social pedagogues trained in other European countries can bring to the workforce.

In summary, this book provides a very useful introduction to the principles and practices of social pedagogy and its possible relevance to professional and service developments in the UK. As such it is a timely addition to the current (English language) literature and debates about social pedagogy and will be of interest to anyone involved in the education and training of workers in the social professional field (including students and service users); to ‘frontline workers’ interested in developing their practice in a range of agencies and settings; and to managers and policy makers engaged in improving and promoting new possibilities in social service delivery.