Education in its broadest sense: what do the stories told by young men from one foster home, tell us about their upbringing (Erziehung), with a single male foster carer? [article]

Colin Brough, University Of Edinburgh, Mark Smith, Gale MacLeod
2021
Since the publication of the Curtis and Clyde Reports in 1946, academic discourse on parenting and approaches to raising children has been heavily influenced by psychological disciplines, such as developmental and behavioural psychology. More recently, psychological understandings are claimed to be bolstered by neuroscience. Within this 'psychologization' of parenting, attachment theory looms large. Emerging as a part of a critique on the dominance of the psychological paradigm, are
more » ... l perspectives on the relational aspects present in the everyday experiences shared between generations, in the wider process of upbringing. Developed through the work of German Social Pedagogue, Klaus Mollenhauer, 'upbringing' is a central concern of Social Pedagogy and reflects education in its broadest sense, through the passing on of values and beliefs between one generation and another. This study aimed to explore the experiences of young men brought up in one foster home and raised by myself as their foster carer. In order to achieve this aim, a narrative approach was taken to interview six of my twenty foster sons; and to explore the stories told by the young men, and what these stories tell us about their upbringing within a foster family. Findings are analysed, drawing on social pedagogical ideas and, in particular, the concept of upbringing. For the purposes of reporting, findings are structured around three key areas. Firstly, an exploration on the importance of the everyday in upbringing, through aspects such as humour, food, values and traditions, as perceived by the young men. The important part that sports, family pets and rites of passage play also emerged as important themes. The role that these various activities play in the development of our relationships (the young men and I), are reported in this section through another facet of social pedagogy, 'the common third', as shared activities and interests that are co-invested in by both parties. Second, is a focus on relationships and the significance of fl [...]
doi:10.7488/era/1032 fatcat:hppgmqrzc5dzpmwdu53zjjk6le