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Journal of Intellectual Disabilities
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The role of social pedagogy in the training of residential child care workers

Robin Jackson

Camphill Rudolf Steiner School, Aberdeen, Scotland, robin{at}dalmaik.demon.co.uk

A requirement for most people working in residential child care in Denmark, Germany and the Netherlands is a qualification in social pedagogy. Social pedagogy is not narrowly concerned with a child’s schooling but relates to the whole child - body, mind and spirit. This article describes the first social pedagogy course to be introduced and professionally recognized in the UK: the BA in Curative Education Programme. This 4-year programme blurs the line between ‘classroom learning’ and ‘learning in practice’. A unique feature of the programme is that most students ‘live the course’ in residential care communities for children or adults with intellectual and developmental disabilities. The life-sharing aspect of the programme ensures that the principles of dignity, value and mutual respect can be meaningfully translated into practice. The social pedagogic model presents a timely challenge to current care philosophy and practice.

Key Words: anthroposophy • Camphill Movement • curative education • practice learning • social pedagogy

Journal of Intellectual Disabilities, Vol. 10, No. 1, 61-73 (2006)
DOI: 10.1177/1744629506062275
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This article has been cited by other articles:


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 Br J Soc WorkHome page
F. Coussee, L. Bradt, R. Roose, and M. Bouverne-De Bie
The Emerging Social Pedagogical Paradigm in UK Child and Youth Care: Deus Ex Machina or Walking the Beaten Path?
Br. J. Soc. Work, November 21, 2008; (2008) bcn147v1.
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