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Author: Arshad Imtiaz Ali
Publisher: Routledge
ISBN: 1000065707
Category : Education
Languages : en
Pages : 267
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Book Description
Critical studies of youth play an increasingly important role in educational research. This volume adds to that ongoing conversation by addressing the methodological lessons learned from key scholars in the field. With a focus on “the doing” of critical youth studies in ways that center praxis and relational care in work with youth and their communities, the volume showcases scholars discussing their research and reflecting on the practical strategies they have used to operationalize their conceptions of knowledge in youth-centered research projects. Each chapter addresses the research features, challenges, tensions, and debates of the project; engagement with communities; and relationality, reciprocity, and responsibility to participants. The focus throughout is on qualitative approaches that are humanizing, anti-colonial, and transformative.
Author: Arshad Imtiaz Ali
Publisher: Routledge
ISBN: 1000065707
Category : Education
Languages : en
Pages : 267
Get Book Here
Book Description
Critical studies of youth play an increasingly important role in educational research. This volume adds to that ongoing conversation by addressing the methodological lessons learned from key scholars in the field. With a focus on “the doing” of critical youth studies in ways that center praxis and relational care in work with youth and their communities, the volume showcases scholars discussing their research and reflecting on the practical strategies they have used to operationalize their conceptions of knowledge in youth-centered research projects. Each chapter addresses the research features, challenges, tensions, and debates of the project; engagement with communities; and relationality, reciprocity, and responsibility to participants. The focus throughout is on qualitative approaches that are humanizing, anti-colonial, and transformative.
Author:
Publisher: BRILL
ISBN: 9004284036
Category : Business & Economics
Languages : en
Pages : 651
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Book Description
In A Critical Youth Studies for the 21st Century Peter Kelly and Annelies Kamp present an edited collection that explores the challenges and opportunities faced by young people in an often dangerous 21st century. In an increasingly globalised world these challenges and opportunities include those associated with widening inequalities, precarious labour markets, the commodification of education, the hopes for democracy, and with practising an identity under these circumstances and in these spaces. Drawing on contemporary critical social theories and diverse methodologies, contributors to the collection, who are established and emerging scholars from the Americas, Europe, and Asia/Pacific, open up discussions about what a critical youth studies can contribute to community, policy and academic debates about these challenges and opportunities. Contributors are: Anna Anderson, Dena Aufseeser, Judith Bessant, Ros Black, Daniel Briggs, Laurie Browne, David Cairns, Perri Campbell, James Côté, Ann Dadich, Maria de Lourdes Beldi Alacantra, Nora Duckett, Deirdre Duffy, Angela Dwyer, Christina Ergler, Michelle Fine, Madeline Fox, Andy Furlong, Theo Gavrielides, Henry Giroux, John Goodwin, Keith Heggart, Luke Howie, Amelia Johns, Annelies Kamp, Peter Kelly, Fengshu Liu, Conor McGuckin, Majella McSharry, Filipa Menezes, Magda Nico, Pam Nilan, Henrietta O'Connor, Jo Pike, Herwig Reiter, Geraldine Scanlon, Keri Schwab, Michael Shevlin, Adnan Selimovic, Joan Smith, Jodie Taylor, Steven Threadgold, Vappu Tyyskä, Brendan Walsh, Lucas Walsh, Rob Watts, Bronwyn Wood, Dan Woodman, and David Zyngier. A Critical Youth Studies for the 21st Century is now available in paperback for individual customers.
Author: Alex Russ
Publisher: Cornell University Press
ISBN: 1501712780
Category : Education
Languages : en
Pages : 418
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Book Description
Urban Environmental Education Review explores how environmental education can contribute to urban sustainability. Urban environmental education includes any practices that create learning opportunities to foster individual and community well-being and environmental quality in cities. It fosters novel educational approaches and helps debunk common assumptions that cities are ecologically barren and that city people don't care for, or need, urban nature or a healthy environment. Topics in Urban Environmental Education Review range from the urban context to theoretical underpinnings, educational settings, participants, and educational approaches in urban environmental education. Chapters integrate research and practice to help aspiring and practicing environmental educators, urban planners, and other environmental leaders achieve their goals in terms of education, youth and community development, and environmental quality in cities. The ten-essay series Urban EE Essays, excerpted from Urban Environmental Education Review, may be found here: naaee.org/eepro/resources/urban-ee-essays. These essays explore various perspectives on urban environmental education and may be reprinted/reproduced only with permission from Cornell University Press.
Author: Richard D. Lakes
Publisher: State University of New York Press
ISBN: 1438409915
Category : Education
Languages : en
Pages : 198
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Book Description
Public policy debates about urban crime and the fate of America's crumbling inner cities suggest a need to consider solutions that create conditions for sustainable community development—where youths join with caring adults in intergenerational coalitions at the grassroots. Using a field-based approach, the author reviews over two dozen youth development projects in non-school and after-school settings. The analyses of these programs examines how young people might achieve a level of economic and political self-determination and community control, as well as personal fulfillment coupled with healthy adolescent growth. Once empowered with critical insights, young people can exhibit positive, real-life displays of their visions, dreams, and ambitions.
Author: Margaret L. Kern
Publisher: Springer Nature
ISBN: 3030645371
Category : Child psychology
Languages : en
Pages : 788
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Book Description
"The approaches outlined in this volume will help expand the narrow focus on academic success to include psychological well-being for students and educators alike. It is a must-read for anyone interested in how positive outcomes such as life satisfaction, positive emotion, and meaning and purpose can be optimized in the educational settings." -- Judith Moskowitz, PhD MPH, Northwestern University Feinberg School of Medicine, USA, IPPA President 2019-2021 This open access handbook provides a comprehensive overview of the growing field of positive education, featuring a broad range of theoretical, applied, and practice-focused chapters from leading international experts. It demonstrates how positive education offers an approach to understanding learning that blends academic study with life skills such as self-awareness, emotion regulation, healthy mindsets, mindfulness, and positive habits, grounded in the science of wellbeing, to promote character development, optimal functioning, engagement in learning, and resilience. The handbook offers an in-depth understanding and critical consideration of the relevance of positive psychology to education, which encompasses its theoretical foundations, the empirical findings, and the existing educational applications and interventions. The contributors situate wellbeing science within the broader framework of education, considering its implications for teacher training, education and developmental psychology, school administration, policy making, pedagogy, and curriculum studies. This landmark collection will appeal to researchers and practitioners working in positive psychology, educational and school psychology, developmental psychology, education, counselling, social work, and public policy. Margaret (Peggy) L. Kern is Associate Professor at the Centre for Positive Psychology at the University of Melbourne's Graduate School of Education, Australia. Dr Kern is Founding Chair of the Education Division of the International Positive Psychology Association (IPPA). You can find out more about Dr Kern's work at www.peggykern.org. Michael L. Wehmeyer is Ross and Mariana Beach Distinguished Professor of Special Education; Chair of the Department of Special Education; and Director and Senior Scientist, Beach Center on Disability, at the University of Kansas, United States. Dr Wehmeyer is Publications Lead for the Education Division of the International Positive Psychology Association (IPPA). He has published more than 450 peer-reviewed journal articles and book chapters and is an author or editor of 42 texts. .
Author: Brian Kaufman
Publisher: Routledge
ISBN: 0429792506
Category : Education
Languages : en
Pages : 200
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Book Description
Music Learning as Youth Development explores how music education programs can contribute to young people’s social, emotional, cognitive, and artistic capacities in the context of life-long musical development. International scholars argue that MLYD programs should focus in particular on the curiosity, energy and views of young people affecting the teachers, musicians, pedagogy, programs, and music with which young people interact. From fields of progressive music education, authors share their perspectives on approaches that can lead to new ways of enabling youth learners as they transition to adulthood. A vast range of possible outcomes arising from in-school, afterschool, and community-based music programs are examined in order to highlight the aspects of youth development that music learning is particularly well-suited to support. Following an introductory essay that provides new perspectives on pursuing lifelong musical development, the volume is features two primary sections. The first focuses on case studies exploring several programs through the lens of the transitional stages of music learning as youth development, helping the reader understand key concepts and explore challenges for creating music learning as youth development programs. The second section addresses the broad implications and policy issues of programs described, including discussing why music learning should be conceived of as critical to formative stages of youth development that can lead to a productive and fulfilling life. The conclusion synthesizes the range of perspectives provided by eight contributors and offers implications for life-long human development through music in the 21st century.
Author: Marybeth Shinn
Publisher: Oxford University Press
ISBN: 0199716595
Category : Psychology
Languages : en
Pages : 400
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Book Description
Social settings have enormous power to promote or hinder positive youth development. Researchers and practitioners know a great deal about features of schools and programs for youth that affect development, but much less about how to transform settings to bring about these desirable features. This book shows how to harness the power of settings. It shifts the debate from simply enhancing youth outcomes at the individual level to improving the settings of youths' daily lives. The book offers researchers and practitioners blueprints for creating and changing influential settings including classrooms, schools, universities, out-of-school time programs, ethnic systems of supplementary education, and other community-based programs. Leading scholars in psychology, education, human development, sociology, anthropology, economics, law, and public policy discuss a wide array of social change strategies, and describe how to measure key features of settings as a target and guide for change. The authors also demonstrate how larger social structures - such as school districts, community coalitions, community data resources - can support change. Many of the chapters describe ways to make settings work for all youth, including those marginalized by reason of race, ethnicity, social class, or sexual orientation. Toward Positive Youth Development will guide researchers, educators, administrators and policy makers to improve schools and youth programs for all of America's youth.
Author: Dana Fusco
Publisher: Routledge
ISBN: 1136817611
Category : Education
Languages : en
Pages : 255
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Book Description
This path-breaking book brings together an international list of contributors to collectively articulate a vision for the field of youth work, sharing what they have learned from decades of experience in the training and education of youth workers. Carefully designed evaluation and research studies have legitimized the learning potential of youth programs and non-school organizations over the last twenty years, and recent attention has shifted towards the education, training, and on-going professional development of youth workers. Contributors define youth work across domains of practice and address the disciplines of knowledge upon which sound practice is based, reviewing examples of youth practitioner development both in and outside of academia. Raising critical questions and concerns about current trends, Advancing Youth Work aims to bring clarity to the field and future of youth work. Advancing Youth Work will help youth work practitioners develop a common language, articulate their field in one voice, and create a shared understanding of similarities and differences. This book is also an invaluable resource for higher educators, researchers, and students involved with youth work.
Author: Institute of Medicine
Publisher: National Academies Press
ISBN: 0309072751
Category : Social Science
Languages : en
Pages : 432
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Book Description
After-school programs, scout groups, community service activities, religious youth groups, and other community-based activities have long been thought to play a key role in the lives of adolescents. But what do we know about the role of such programs for today's adolescents? How can we ensure that programs are designed to successfully meet young people's developmental needs and help them become healthy, happy, and productive adults? Community Programs to Promote Youth Development explores these questions, focusing on essential elements of adolescent well-being and healthy development. It offers recommendations for policy, practice, and research to ensure that programs are well designed to meet young people's developmental needs. The book also discusses the features of programs that can contribute to a successful transition from adolescence to adulthood. It examines what we know about the current landscape of youth development programs for America's youth, as well as how these programs are meeting their diverse needs. Recognizing the importance of adolescence as a period of transition to adulthood, Community Programs to Promote Youth Development offers authoritative guidance to policy makers, practitioners, researchers, and other key stakeholders on the role of youth development programs to promote the healthy development and well-being of the nation's youth.
Author: Joan DeJaeghere
Publisher: Springer Nature
ISBN: 3030852148
Category : Study Aids
Languages : en
Pages : 283
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Book Description
This open access volume critically reviews a diverse body of scholarship and practice that informs the conceptualization, curriculum, teaching and measurement of life skills in education settings around the world. It discusses life skills as they are implemented in schools and non-formal education, providing both qualitative and quantitative evidence of when, with whom, and how life skills do or do not impact young women’s and men’s lives in various contexts. Specifically, it examines the nature and importance of life skills, and how they are taught. It looks at the synergies and differences between life skills educational programmes and the way in which they promote social and emotional learning, vocational/employment education, and health and sexuality education. Finally, it explores how life skills may be better incorporated into education and how such education can address structures and relations of power to help youth achieve desired future outcomes, and goals set out in the Sustainable Development Goals (SDGs). Life skills education has gained considerable attention by education policymakers, researchers and educators as being the sine qua non for later achievements in life. It is nearly ubiquitous in global and national education policies, including the SDGs, because life skills are regarded as essential for a diverse set of purposes: reducing poverty, achieving gender equality, promoting economic growth, addressing climate change, fostering peace and global citizenship, and creating sustainable and healthy communities. Yet, to achieve these broad goals, questions persist as to which life skills are important, who needs to learn them, how they can be taught, and how they are best measured. This book addresses these questions.
