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Social pedagogy, still an unfamiliar concept in Britain, is concerned with education in its widest sense, encompassing but going much beyond formal school-based learning. Pat Petrie reports on studies of social pedagogy in four countries conducted at the Thomas Coram Research Unit and discusses potential benefits of the social pedagogic approach for fostering in England. She argues that this would fit well with developing English policy towards children and children in care and can bridge the tensions inherent in foster care, combining a personal, relational approach with an insistence on reflection.
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