Reimagining voice for transrational peace education through participatory arts with South African youth

Recognising silence and absence as part of multivocal storytelling in and through picturebooks: migrant learners in South Africa engaging with The Arrival

“…"indicated that he was questioning the idea that they, as learners, were going to be the researchers, rather than simply me, as the visitor. The 'must' here was not emphasised and did not, in my view, indicate that Emmanuel felt under compulsion to participate at this point (although there is a wider issue here about how a researcher might risk stigmatising 'marginalised' groups through researchsee Hanna, 2021, for more on this in the context of this project, and Harvey et al, 2021, on other work done in South Africa). This must have been a confusing and perhaps daunting concept for learnersthat they would be in some way 'in charge' of the research direction and fieldwork, that they know things that their teachers do not knowin a school system that does not often ask them for their opinion or put them in positions of responsibility (Bray and Moses, 2011).…”

How Are Leadership Programs Empowering Our Vulnerable Children and Youth? A Scoping Review

“…Positive outcomes relating to social justice were reported in relation to youths' sense of empowerment (n = 19) (Aldana et al 2016;Arches and Fleming 2006;Bailey et al 2017;Bentz and Brien 2019;Briggs 2010;Chan and Holosko 2020;Christens and Dolan 2011;Collins et al 2013;Collins et al 2020;Cooke et al 2018;Glisson 2013;Gullan et al 2013;Harvey et al 2021;Larson et al 2005…”

“…The programs were implemented in different ways, some following specified strategies which included participatory action research (Aldana et al 2016;Bailey et al 2017;Forbes-Genade and van Niekerk 2017;McCalman et al 2009), photovoice (Aldana et al 2016), therapeutic media empowerment (Levy 2012), cognitive behaviour therapy (Mazurek Melnyk et al 2007), Glasser's reality therapy (Hindes et al 2008), Sarling Gawa's youth leadership development model (Luluquisen et al 2012), a trauma-informed strengths-based approach (Sisselman-Borgia 2021), the youth leadership life-skills approach (Ahrens et al 2015), the PICO model of community organizing (Christens and Dolan 2011), the pedagogical framework for youth media participation (Chan and Holosko 2020), the theory of service leadership (Stedman et al 2009), group work principles (Northington 2018), a conceptual framework of the directionality of effects (Conner and Strobel 2007), and Tuckman's group developmental stages (Dima and Bucuta 2020). Although a specific framework was not always reported, a number of programs used creative arts in their implementation (n = 7) (Bentz and Brien 2019;Chan and Holosko 2020;Cooke et al 2018;Harvey et al 2021;Larson et al 2005;Lobman 2017;Northington 2018;Shelton 2008;Shimshon-Santo 2018;Siddiq et al 2015).…”

“…The programs identified in the review used a range of both qualitative and quantitative evaluation methods. Many studies employed interviews with participants (n = 22) (Brown and Albert 2015;Christens and Dolan 2011;Dima and Bucuta 2020;Franzen et al 2009;Gullan et al 2013;Halsall and Forneris 2018;Harvey et al 2021;Ile and Boadu 2018;Levy 2012;McNae 2010;Owen and Irion-Groth 2020;Parkhill et al 2018;Pearrow 2008;Pink et al 2020;Quinn and Nguyen 2017;Sisselman-Borgia 2021;Stedman et al 2009;Taylor 2016;Zimmerman et al 2011) or surveys (n = 11) (Franzen et al 2009;Mazurek Melnyk et al 2007;Moody et al 2003;Morrel-Samuels et al 2018;Redivo and Buckman 2004;Sewell et al 2020;Sisselman-Borgia 2021;Taylor 2016;Thomas and Mcadoo 2008;Thorpe 2007;Zimmerman et al 2011), while others used scales (n = 9) (Crave and El Sawi 2001;Grenwelge 2010;Teasley et al 2007;Zimmerman et al 2011), including the youth leadership life skills developmental scale (Ahrens et al 2015;Puxley and Chapin 2020), the individual protective factors index (Berlin et al 2007), a program session satisfaction scale…”

“…The first theme was that evaluations not only need to be conducted in the short-term but also in the longer term in order to identify the long-term effects of such programs (Berlin et al 2007;C. C. Collins et al 2020;Grenwelge 2010;Harvey et al 2021;Hindes et al 2008;Sisselman-Borgia 2021). Secondly, programs for youth development need to include youth in their development and implementation (Becker et al 2005;Bloomberg et al 2003;Conner and Strobel 2007;Crave and El Sawi 2001;Franzen et al 2009;McCalman et al 2009;McNae 2010;Redivo and Buckman 2004;Sewell et al 2020).…”