“Everything has a Beginning and an End and we are on our Way”: Transformative Agency in the Colombian Preparation for Social Action Program

Correa, Bita; Murphy‐Graham, Erin

doi:10.1007/978-3-319-53450-3_5

Cited by 2 publications

(3 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…One of the major challenges is to make this transformational change productive and co-creative, rather than redistributive and, thus, destructive. For this reason, we do not share the 'leftist' approach to reading the 'transformative agency' concept (Bajaj, 2009;Correa and Murphy-Graham, 2019). The task is not to destroy the market economy or to punish those at the top.…”

Section: Recognizing Human Capital's Transformative Agency In Education Policy: Prospects and Potential Pitfallsmentioning

confidence: 96%

“…Further, we discuss the problem of education's 'utility', understood broadly as its contribution to socioeconomic development, from a policymaking perspective, which implies explicitly competitive principles for resources allocation and, hence, requires special focus on the relation between investments (or costs, expenses) and effects (or consequences). We pay special attention to the potential aspects of education's 'utility' related to human capital's 'transformative agency' (theoretically grounded in Schultz's (1975Schultz's ( , 1979) concept of 'allocative abilities' rather than in critical tradition (Bajaj, 2009;Correa and Murphy-Graham, 2019)). This aspect remains under-emphasized in current discussions but increasingly relevant for practice, in our view.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

‘Utility’ of education and the role of transformative agency: Policy challenges and agendas

Сергеевич

Froumin

2021

Policy Futures in Education

View full text Add to dashboard Cite

Over the last two decades, increasing participation rates in post-secondary education in many countries have been accompanied by decreases in aggregate economic growth and raising social tensions. It is obvious now that education does not ‘automatically’ produce more well-being (at least, if conventionally measured through income or gross domestic product) either for the individual or for society. This puts the question about education’s ‘utility’ in a new light, especially in relation to funding, which is central to the policymaking process. We briefly review literature on various rationales for supporting education and analyze existing evidences concerning the effects or consequences for societies of such investments in education and its related expansion. We outline two alternative agendas for positioning education in the framework of broader socioeconomic development. These agendas stem from different answers to the core question: can education drive the change in other spheres of societal life, or does it only respond to and follow the logics of larger institutional transformations? We suggest greater recognition in policy and public debates of the possible contribution that education may have to shaping transformative agency, and outline related prospects and potential pitfalls.

show abstract

Section: Recognizing Human Capital's Transformative Agency In Education Policy: Prospects and Potential Pitfallsmentioning

confidence: 96%

Section: Introductionmentioning

confidence: 99%

‘Utility’ of education and the role of transformative agency: Policy challenges and agendas

Сергеевич

Froumin

2021

Policy Futures in Education

View full text Add to dashboard Cite

show abstract

“…In Table 4.1 below, I suggest ways to relabel and reframe several life skills found throughout the literature through a relational approach. These relational skills are not ideal forms; they are found in empirical examples of young people's lives as they navigate and negotiate their precarious and uncertain worlds (Correa & Murphy-Graham, 2019;DeJaeghere, 2017). For example, Correa and Murphy-Graham (2019) illustrate how a program that aims to improve processes of community life, meaning those aspects of community life that are valued to live a good life, teaches young people transformative agency.…”

Section: Redefining Life Skills Toward Achieving Justicementioning

confidence: 99%

Reframing Life Skills: From an Individualistic to a Relational Transformative Approach

DeJaeghere

2021

Life Skills Education for Youth

View full text Add to dashboard Cite

This chapter examines how life skills education draws on a dominant individualistic behavioral approach that aims to teach skills to young people so they can overcome various social and economic problems. Life skills are taught to girls so that they can be empowered to overcome health issues, such as HIV/AIDs or early pregnancy. They are also targeted at boys who are deemed ‘at risk’ of engaging in asocial behaviors in efforts to reduce violence and to contribute to the economy. Yet many of these societal problems are linked to changing social, economic and environmental relations. To think differently about how to use life skills to foster a good life that is just, equitable, and sustainable, the chapter offers a transformative framing based in a critical and relational approach. Such an approach requires a reframing of skills to consider the values and perspectives that are often implicitly taught, such as individual responsibility and self-promotion, and to reorient these skills around values that youth desire and need within their challenging contexts. It concludes with a discussion of some common life skills and how they can be reframed to achieve transformation in society so youth can live life well – oriented toward greater justice, equality and peace.

show abstract

“Everything has a Beginning and an End and we are on our Way”: Transformative Agency in the Colombian Preparation for Social Action Program

Cited by 2 publications

References 14 publications

‘Utility’ of education and the role of transformative agency: Policy challenges and agendas

‘Utility’ of education and the role of transformative agency: Policy challenges and agendas

Reframing Life Skills: From an Individualistic to a Relational Transformative Approach

Contact Info

Product

Resources

About