The Case for Re-Imagining Ways of Working with Young People in Education and Youth Work

Cooper, Charlie; Gormally, Sinead; Hughes, Gill

doi:10.1057/9781137393593_1

Cited by 4 publications

(3 citation statements)

References 5 publications

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“…Giroux [45] highlighted the neoliberal promotion of compliance to punitive policies directed at such groups. The deficit discourse on 'fixing' young people who do not 'fit' [46] has been well documented and challenged in realms of CYW literature [47].…”

Section: Relationships and Funmentioning

confidence: 99%

Re-Imagining Approaches to Learning and Teaching: Youth and Community Work Education Post COVID-19

2022

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This article draws on research undertaken by the Professional Association of Lecturers in Youth and Community Work (PALYCW) in collaboration with the Open University, University of Glasgow and the University of Hull. The authors are all part of a community of practice of lecturers teaching in higher education on Community and Youth Work (CYW) degree programmes. These CYW programmes are professionally endorsed by Youth Work and Community Development professional bodies across the UK. They adopt informal methodologies and have a strong focus on preparing students to work as informal educators with young people and communities. The unique contribution of this paper is highlighting the experiences, issues and challenges presented and exploring creative approaches that have been developed by programmes that adopt these approaches to educate professional practitioners. Looking forward in a context of great uncertainty, the research also set out to consider what the future might look like for CYW programmes, located in the neoliberal university. Questions explored included the extent to which the pandemic might lead to longer term changes in learning and teaching methodologies in CYW in higher education (HE) and how CYW programmes should be preparing students for navigating practice in the society that unfolds post COVID-19 as the basis for taking action in communities in response to new formations of social injustice and inequality with conscious intent.

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Section: Relationships and Funmentioning

confidence: 99%

Re-Imagining Approaches to Learning and Teaching: Youth and Community Work Education Post COVID-19

2022

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“…This happens on several intersecting-and potentially reinforcing-levels, when young, working-class people who live in areas of deprivation are pathologized and othered by the policy interventions implemented under neoliberal society and austerity (Giroux 2014;Wacquant 2007;White 2019). At the same time, communities facing multiple levels of deprivation are demonized (Kelly 2015), depicted as being "work-shy" or needing tough interventions to ensure they are active contributors to society (Coburn and Gormally 2017;Cooper et al 2015). Such othering is frequently reflected in a terminology of homogeneous objectification of, for example, "the unemployed," or NEETs (not in education, employment, or training)-characteristics of generation X or Y.…”

Section: "Othering" and Belongingmentioning

confidence: 99%

"It's Not Being Racist, but ... "

Gormally

2019

Boyhood Studies

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This article explores the tacit endorsement of male youth gang members engaging in “race”-based conflict to gain localized levels of power. It examines the importance of belonging to an “in-group” for these young people via their connectedness to the broader residents, through cultural essentialism toward a Roma “out-group.” The young, male gang members, drawing on what they perceive to be their role, adopt physical and symbolic strategies to assert their control over their space and to concretize their sense of belonging with the wider community in-group. The article considers how a labeled and excluded group of male youth gang members from wider social structures find connection, commonality, and belonging in hardening their self-image through an othering process against those deemed inferior to them.

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“…La enseñanza de la educación informal y comunitaria no ha sido escasamente explorada dentro de la literatura y, por lo tanto, hacerlo constituirá nuestra contribución a la misma. Al respecto, Cooper (2015) exploró el potencial de la pedagogía crítica, aunque se mostró pesimista al respecto. Aparte de lo anterior menciona que, se ha prestado poca atención a la enseñanza dela educación informal y comunitario en la educación superior.…”

Section: Introductionunclassified

incursión de la pedagogía crítica y en la enseñanza educativa superior informal

Tamayo Arellano,

Cevallos Goyes,

Bonilla Mayorga

et al. 2022

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Esta revisión explora la pedagogía crítica, considerada por los educadores informales como una influencia clave, para insertarla dentro de los procesos de enseñanza y aprendizaje en la educación superior, buscando evaluar el potencial y relevancia innovadora. Se profundiza en los antecedentes relacionados con la pedagogía crítica, en torno a sus principios, propósitos y enfoques influyentes en la pedagogía global. Los resultados de la discusión denotan que la pedagogía crítica es crucial para la enseñanza de los educadores informales, ya que permite a los docentes y profesionales interrumpir la hegemonía del pensamiento neo liberal y neo gerencial en las prácticas educativas superiores y reorientar su posicionamiento dentro de las instituciones analizadas. Las conclusiones se centran en la practicidad de la habilitación pedagogía crítica, dentro de la enseñanza adherida hacia la educación informal en las universidades.

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The Case for Re-Imagining Ways of Working with Young People in Education and Youth Work

Cited by 4 publications

References 5 publications

Re-Imagining Approaches to Learning and Teaching: Youth and Community Work Education Post COVID-19

Re-Imagining Approaches to Learning and Teaching: Youth and Community Work Education Post COVID-19

"It's Not Being Racist, but ... "

incursión de la pedagogía crítica y en la enseñanza educativa superior informal

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