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

Abstract

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.