An understanding of social pedagogy and its potential for improving the life chances of vulnerable groups is increasing in the UK and this is possibly the most significant book on this subject to date.
It offers information, theory and context to practitioners and explores the dilemmas inherent in integrating social pedagogy into a UK context.
The book appeals to those with differing levels of knowledge by examining the current UK situation, the socio-political environment and then further explaining its history and theoretical underpinnings from a European perspective. A particular area of interest was the positive model of children and adults compared to the deficit model which we often see in practice here.
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