With over 150 years of history, social pedagogy is both an interdisciplinary scholarly field of inquiry and a field of practice that is situated in the intersection of three areas of human activity: education, social work and community development. Although social pedagogy has different emphases and approaches depending on particular historical and geographical contexts, a common theme is that it deals with the connections between educational and social dynamics, or put in a different way, it is concerned with the educational dimension of social issues and the social dimensions of educational issues. The first part of this paper analyzes the history of the field of social pedagogy since its origins until today, with a focus on transnational flows between Europe and the Americas. The second part of the paper discusses the main issues raised in this special issue of EPAA, and extracts the main threads and connections among the different papers included in the volume.

This year we remember three centennials that inspire many progressive educators around the world. First, 2021 marks the 100th anniversary of the creation of Summerhill, one of the first experiments (if not the first) on school democracy in the world. Second, this year we celebrate the 100th birthday of Edgar Morin, a French sociologist and philosopher who dedicated his life to the pursuit of social justice and made insightful contributions to the role of education to promote democracy, equality, social transformation, and sustainability (see, for instance, Morin 2002). Third, this year marks the 100th anniversary of the birth of Paulo Freire (1921-1997), one of the most influential educational thinkers of the second half of the 20th century. Given space constraints and the theme of this special issue of CICE, in this paper we will focus on the connections between some of Paulo Freire’s ideas (particularly those related to citizenship education and school democracy) and a process known as School Participatory Budgeting. “I don't want to be followed; I want to be reinvented”, Paulo Freire said on several occasions. It is in this spirit that we approach this paper. Inspired by Freire’s ideas, and especially by his practice as an educator in Brazil (both before his exile and after his return), in this paper we discuss the recent development and expansion of a process known as School Participatory Budgeting (School PB). This model emanates from Freire’s project of Escola Cidadã, which constitutes an interesting school- or district-wide experience from the global south that can be adapted to many contexts. Since its modest origins in Brazil, School PB has now been taken up in other cities and states across the US (e.g. Chicago, New York) and in many other countries across the globe, from Argentina and Mexico to Colombia, Spain, Russia, France, Italy, Zambia, South Korea, and Portugal. We argue that School PB aligns well with Freire’s ideas on dialogue, participation, collaboration, creativity, student agency, and change. In this paper we focus on the experience of School PB in Arizona, not only because it was in Arizona where the first School PB process in the U.S. was designed and implemented, but also because it has been a place for continuous experimentation and innovation.

A veinte años de la muerte de Paulo Freire, rescatamos un elemento central de su pensamiento pedagógico: su convencimiento de que la educación puede hacer una valiosa contribución a la formación de sujetos democráticos y eventualmente a la construcción de una sociedad más justa y democrática. Freire decía que la educación no cambia el mundo pero cambia a las personas que van a cambiar el mundo. Así, es posible argumentar que la educación no democratiza a la sociedad pero puede generar personas más democráticas que van a construir sociedades más democráticas. Esta relación entre el nivel micro (la construcción de personas más democráticas) y el nivel macro (la construcción de sociedades más democráticas) puede ser mediada, al nivel meso, por la democratización de las escuelas y los sistemas educativos. Este texto aborda estas relaciones, y está organizado en cinco secciones. La primera describe las preocupaciones teóricas y prácticas de Freire en relación al proyecto democratizador. La segunda analiza las conexiones entre democracia, participación y educación ciudadana. La tercera explora la participación estudiantil las escuelas. La cuarta examina los presupuestos participativos escolares. La última sección presenta un resumen y algunas conclusiones preliminares.

This study builds upon earlier studies of the degree of interchangeability between volunteers and paid staff in nonprofit organizations. While these earlier studies were from an organization perspective, this study is from the perspective of volunteers, and looks at individual and organizational characteristics in all types of organizations—nonprofits, for-profits, government agencies, and others. The findings indicate that 10.8% of volunteers reported replacing a paid staff member, 3.1% permanently. Volunteers also reported being replaced by paid staff: 7.6% reported being replaced, 2.1% permanently. The study suggests that organizations utilize a co-production model and appear to interchange their paid staff and volunteers when needed in tasks requiring higher-level skills. RÉSUMÉ Cette étude se fonde sur des études antérieures qui portaient sur le niveau d’interchangeabilité entre Cette étude se fonde sur des études antérieures qui portaient sur le niveau d’interchangeabilité entre bénévoles et salariés dans des organismes à but non lucratif. Tandis que ces études antérieures adoptaient une perspective organisationnelle, cette étude-ci adopte celle des bénévoles et examine les caractéristiques individuelles et organisationnelles de toutes sortes d’organisations—à but non lucratif, à but lucratif, gouvernementaux et coopératifs. Elle se fonde sur deux sous-échantillons provenant d’une enquête aléatoire par téléphone avec 768 individus provenant de partout au Canada. Les résultats indiquent que 10,8% des bénévoles disent avoir remplacé un salarié, 3,1% en permanence. Les bénévoles disent d’autre part que des salariés les ont remplacés : 7,6% ont ainsi été remplacés par des salariés, 2,1% en permanence. L’étude semble montrer que les organisations utilisent un modèle de co-production et paraissent échanger leurs salariés et bénévoles au besoin pour des tâches requérant des habiletés de haut niveau.

Este trabajo analiza las relaciones entre educación para la ciudadanía, identidad y patrimonio, centrándose en el tratamiento didáctico que se desarrolla en varios tipos de museos, en este caso, dentro del ámbito estadounidense. Para ello se analizan, empleando una metodología cualitativa de observación y registro de datos, las propuestas educativas de 15 museos de diferentes características y tipos en los estados de Arizona, California y Nueva York. El análisis de los datos fue guiado por tres categorías conceptuales y 14 subcategorías, cada cual con indicadores específicos. Se ponen de manifiesto diversos aspectos de carácter identitario, en función de las características patrimoniales, institucionales y culturales asociadas a los ámbitos socioespaciales.