Mentoring troubled pupils as a means of promoting citizenship, identity and community cohesion.

Chris Kyriacou

Mentoring troubled pupils as a means of promoting citizenship, identity and community cohesion.

Education

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

Abstract

This paper focuses on how the mentoring of troubled pupils can contribute to their civic engagement, the development of a more positive personal identity, and make a contribution to community cohesion. It will be argued that mentoring schemes, particularly those which draw upon the principles and practice of social pedagogy in order to empower pupils and promote social inclusion, can promote such pupils’ personal development and help them to remain engaged in schooling. In particular, the mentor can make use of within school and out of school schemes which involve civic engagement to enable the pupils to take part in activities which contribute to their local community and to community cohesion. A particularly important feature of such mentoring schemes is that the troubled pupil works as part of a social group which is working collectively, in effect as good citizens, to bring about worthy ends.

Original language	English
Title of host publication	Creating communities
Subtitle of host publication	local, national and global
Editors	Peter Cunningham, Nathan Fretwell
Place of Publication	London
Publisher	CiCe
Pages	115-120
Number of pages	6
ISBN (Electronic)	1470 6695
ISBN (Print)	9781907675195
Publication status	Published - 2012
Event	Fourteenth annual CiCe network conference. Creating communities : local, national, global. - York, United Kingdom Duration: 24 May 2012 → 26 May 2012

Conference

Conference	Fourteenth annual CiCe network conference. Creating communities : local, national, global.
Country/Territory	United Kingdom
City	York
Period	24/05/12 → 26/05/12

Keywords

mentoring
troubled pupils
social pedagogy

Cite this

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title = "Mentoring troubled pupils as a means of promoting citizenship, identity and community cohesion.",

abstract = "This paper focuses on how the mentoring of troubled pupils can contribute to their civic engagement, the development of a more positive personal identity, and make a contribution to community cohesion. It will be argued that mentoring schemes, particularly those which draw upon the principles and practice of social pedagogy in order to empower pupils and promote social inclusion, can promote such pupils{\textquoteright} personal development and help them to remain engaged in schooling. In particular, the mentor can make use of within school and out of school schemes which involve civic engagement to enable the pupils to take part in activities which contribute to their local community and to community cohesion. A particularly important feature of such mentoring schemes is that the troubled pupil works as part of a social group which is working collectively, in effect as good citizens, to bring about worthy ends. ",

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AB - This paper focuses on how the mentoring of troubled pupils can contribute to their civic engagement, the development of a more positive personal identity, and make a contribution to community cohesion. It will be argued that mentoring schemes, particularly those which draw upon the principles and practice of social pedagogy in order to empower pupils and promote social inclusion, can promote such pupils’ personal development and help them to remain engaged in schooling. In particular, the mentor can make use of within school and out of school schemes which involve civic engagement to enable the pupils to take part in activities which contribute to their local community and to community cohesion. A particularly important feature of such mentoring schemes is that the troubled pupil works as part of a social group which is working collectively, in effect as good citizens, to bring about worthy ends.

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KW - social pedagogy

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