Young listening: An ethnography of YouthWorx Media's radio project

Podkalicka, Aneta

doi:10.1080/10304310903015704

Cited by 8 publications

(17 citation statements)

References 6 publications

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“…And, significantly, they gained access to a medium that enabled them to have a social voice. Talking about the value of an Australian radio show somewhat similar to our show, Podkalicka (2009) said that "the distinctiveness of YouthWorx's approach lies in the way the project seeks to extend its public intervention . .…”

Section: Conclusion and Implications For Practice And Policymentioning

confidence: 86%

Cultural Competence Development, Critical Service Learning, and Latino/a Youth Empowerment: A Qualitative Case Study

Vargas

Erba

2016

Journal of Latinos and Education

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As universities create service-learning programs, educators are experimenting with pedagogical approaches that enhance learning outcomes while benefiting communities. We present a qualitative case study of a radiobased, service-learning program, grounded in a Freirean foundation and aimed at developing the cultural competence and sense of citizenship of undergraduate students while empowering working-class high school Latino/a students. Undergraduate students benefited the most from the program; they enhanced their cultural competence skills, awareness of social issues, and sense of civic responsibility. Latino/a high school students who stayed in the program for at least a year developed self-confidence, self-esteem, and a sense of self-efficacy.

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Section: Conclusion and Implications For Practice And Policymentioning

confidence: 86%

Cultural Competence Development, Critical Service Learning, and Latino/a Youth Empowerment: A Qualitative Case Study

Vargas

Erba

2016

Journal of Latinos and Education

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“…The focus on audiences and production values rather than promoting anything as long as you express yourself -as one student sarcastically observed -means equipping young people with social skills that can translate into a range of situations outside the programme. Indeed, learning social skills of media use and interpersonal communication, especially self-reflection and an ability to collaborate with others (Podkalicka, 2009), is considered essential to the possibility of formulating a 'larger dream' (Campbell, 2009) or a 'future scenario' (Heath and Kramsch, 2004).…”

Section: Discussionmentioning

confidence: 99%

The Skilled Social Voice

Podkalicka

Thomas

2010

International Communication Gazette

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Recent approaches to human rights and communication have emphasized the move beyond traditional politics of recognition and self-representation towards the ‘right to be understood’. But how might we better understand the scope and content of such a right and its practical application? This article suggests that the right to be understood has a useful application in interventions aimed at promoting social inclusion and economic participation, and is therefore an important concept beyond its immediate domain of communication policy reform. As an example, the study focuses on YouthWorx, a collaborative youth media project that combines the creative, distributive and social service capabilities of Melbourne youth community broadcaster Student Youth Network, the Salvation Army and the Centre for Creative Industries and Innovation. Drawing on ethnographic research at the YouthWorx site, this article explores the content and practical possibilities of the notional ‘right to be understood’, in the context of a targeted community initiative for ‘youth at risk’.

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“…Twenty-four studies used only one qualitative method for data collection. Of these, 11 employed ethnographic observation methods (Baker, 2007;Clennon, 2015;Gann, 2010;Massó-Guijarro, 2020;Podkalicka, 2009;Winn, 2010Winn, , 2011Zlotowitz, 2016). One study used auto ethnography (Thompson, 2015).…”

Section: Qualitative Studiesmentioning

confidence: 99%

A mixed methods systematic review on the effects of arts interventions for children and young people at‐risk of offending, or who have offended on behavioural, psychosocial, cognitive and offending outcomes: A systematic review

Mansfield,

Daykin,

O'Connell

et al. 2024

Campbell Systematic Reviews

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BackgroundYoung people who enter the justice system experience complex health and social needs, and offending behaviour is increasingly recognised as a public health problem. Arts interventions can be used with the aim of preventing or reducing offending or reoffending.Objectives1. To evaluate evidence on the effectiveness and impact of arts interventions on keeping children and young people safe from involvement in violence and crime. 2. To explore factors impacting the implementation of arts interventions, and barriers and facilitators to participation and achievement of intended outcomes. 3. To develop a logic model of the processes by which arts interventions might work in preventing offending behaviours.Search MethodsWe searched AMED, Academic Search Complete; APA PsycInfo; CINAHL Plus; ERIC; SocIndex; SportDiscus, Medline, CENTRAL, Web of Science, Scopus, PTSDPubs and Performing Arts Periodicals Database, Sage, the US National Criminal Justice Reference Service, the Global Policing and British Library EThOS databases, and the National Police Library from inception to January 2023 without language restrictions.Selection CriteriaWe included randomised and non‐randomised controlled trials and quasi‐experimental study designs. We included qualitative studies conducted alongside intervention trials investigating experiences and perceptions of participants, and offering insight into the barriers and facilitators to delivering and receiving arts interventions. We included qualitative and mixed methods studies focused on delivery of arts interventions. We included studies from any global setting. We included studies with CYP (8–25 years) who were identified as at‐risk of offending behaviour (secondary populations) or already in the criminal justice system (tertiary populations). We included studies of interventions involving arts participation as an intervention on its own or alongside other interventions. Primary outcomes were: (i) offending behaviour and (ii) anti‐pro‐social behaviours. Secondary outcomes were: participation/attendance at arts interventions, educational attainment, school attendance and engagement and exclusions, workplace engagement, wellbeing, costs and associated economic outcomes and adverse events.Data Collection and AnalysisWe included 43 studies (3 quantitative, 38 qualitative and 2 mixed methods). We used standard methodological procedures expected by The Campbell Collaboration. We used GRADE and GRADE CERQual to assess the certainty of and confidence in the evidence for quantitative and qualitative data respectively.Main ResultsWe found insufficient evidence from quantitative studies to support or refute the effectiveness of arts interventions for CYP at‐risk of or who have offended for any outcome. Qualitative evidence suggested that arts interventions may lead to positive emotions, the development of a sense of self, successful engagement in creative practices, and development of positive personal relationships. Arts interventions may need accessible and flexible delivery and are likely to be engaging if they have support from staff, family and community members, are delivered by professional artists, involve culturally relevant activity, a youth focus, regularity and a sustainable strategy. We found limited evidence that a lack of advocacy, low funding, insufficient wider support from key personnel in adjacent services could act as barriers to success. Methodological limitations resulted in a judgement of very low confidence in these findings.Authors' ConclusionsWe found insufficient evidence from quantitative studies to support or refute the effectiveness of arts interventions for CYP at‐risk of offending or who have offended for any outcome. We report very low confidence about the evidence for understanding the processes influencing the successful design and delivery of arts interventions in this population of CYP and their impact on behavioural, psychosocial, cognitive and offending outcomes.

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Young listening: An ethnography of YouthWorx Media's radio project

Cited by 8 publications

References 6 publications

Cultural Competence Development, Critical Service Learning, and Latino/a Youth Empowerment: A Qualitative Case Study

Cultural Competence Development, Critical Service Learning, and Latino/a Youth Empowerment: A Qualitative Case Study

The Skilled Social Voice

A mixed methods systematic review on the effects of arts interventions for children and young people at‐risk of offending, or who have offended on behavioural, psychosocial, cognitive and offending outcomes: A systematic review

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