Imagining social pedagogy in/for New Zealand

Abstract

On the face of it, social pedagogy has no recognised presence in New Zealand. The education workforce, and society, are generally unfamiliar with the term ‘pedagogue’ and what that role entails. Despite this, a range of vocations in New Zealand reflect social pedagogical practices. In this article I explore one of those vocations: tutors who work in alternative education centres. Charged with caring for and educating students who become disenfranchised from conventional secondary schools, these tutors draw from their life experiences, cultural knowledges, sporting and arts skills and vocational skills to provide a holistic education. Based on the findings of a poetic inquiry in which I re/presented the experiences of tutors through creating found poetry, I present 21 attributes of tutors’ identity. In describing tutor character, tutor pedagogy and tutor achievement, I imagine these tutors as social pedagogues in New Zealand. I conclude by suggesting that these tutors play a vital role in helping students to navigate through education and life. In addition, tutors in New Zealand contribute to our global understanding of social pedagogical practice.