Youth organisations as learning organisations: exploring special contributions and challenges

Abstract

Youth and youth organisations are becoming valuable development partners, but little knowledge about their characteristics as learning organisations exists. This article presents perceptions of youth workers on this topic. These were gathered via an online survey and through research done by a youth network. Knowledge, skills and attitudes for active citizenship are facilitated by youth organisations as emergent learning spaces where peer-to-peer learning and experiential methods are central. Youth organisations adapt existing toolboxes and develop their own tools and knowledge that are more relevant to their needs. Support for youth organisations should take into account these special ways of learning.

Social Media and Youth Peacebuilding Agency: A Case From Muslim Mindanao

“…Such peacebuilding agency is augmented by the existing structure the youth are in: first-hand experiences of violence (norms), the academia (institution), and their use of social media (practice). This supports the arguments of various scholars (e.g., Ardizzone, 2003; Arnold, 2009; Bennett et al, 2012; Del Felice & Solheim, 2011; McEvoy-Levy, 2001; Theis, 2006) that young people have a high potential to become peacebuilding agents. Such potentiality, however, is not automatic.…”

“…According to Podder (2015), the subaltern youths exercise agency through the elements of self-representation, diplomacy, and choice, rooted in informal forms of power. They channel through formal (e.g., registered, usually employs staff, long term operations) and non-formal (e.g., unregistered, volunteer-based, short-term operations) institutions (Ardizzone, 2003; Del Felice & Solheim, 2011; Oosterom, 2018; Stewart, 2011). Instead of directly interacting with the traditional peacebuilding actors in an environment characterised by power dynamics and structural inequality, youth exercise their agency in structures that resonate with them.…”

“…As in the case of youth in conflict, it is in the structure that exploitation (Gillard, 2001; Mcintyre & Thusi, 2003) and infantilisation (Hilker & Fraser, 2009) of agency happens. This is happening despite the increasing studies on the capacity of youth to be peacebuilders (Ardizzone, 2003; Arnold, 2009; Bennett et al, 2012; Del Felice & Solheim, 2011; McEvoy-Levy, 2001; Theis, 2006). Especially in fragile states, “intergenerational power dynamics” hinders youth agency in peacebuilding, especially at the local level.…”

“…Yet, their contribution is hardly recognised and is less visible to the ruling elites (McEvoy-Levy, 2001). Since the organisations are small and not hierarchical, there is more freedom to voice their feelings and initiate ways to contribute positively to society (Del Felice & Solheim, 2011). However, often their effectiveness is hard to measure (McEvoy-Levy, 2001; Smith Ellison & Smith, 2012).…”

Τα Κέντρα Περιβαλλοντικής Εκπαίδευσης Ως Οργανισμοί Μάθησης

“…Πρωτεύοντα ρόλο δεν έχουν τα εργαλεία, οι τεχνικές και τα μετρήσιμα στοιχεία, αλλά κυρίως οι ανθρώπινες επιλογές, γι΄ αυτό η αειφορία καθίσταται ένας δύσκολος στόχος (Wheleer, 2007). Εξάλλου, η μάθηση δεν περιλαμβάνει μόνο τεχνικές γνώσεις και πληροφορίες, αλλά και τρόπους συμπεριφοράς, κατανόηση της πραγματικότητας και οργάνωση (Del Felice & Solheim, 2011).…”