The problem of professional orientation of young people in the context of economic and social transformation in modern Russia

RAISE IT UP! Youth Arts and Awareness (RIU) is an organization that promotes youth engagement, expression, and empowerment through the use of performance and literary arts and social justice activism. We envision a world where youth are fully recognized, valued, and supported as artist-activists and emerging thought leaders, working to create a world that is just, intersectional, and inclusive. Two fundamental tenets shape RIU’s policies, practices, and pedagogy. The first is that creative self-expression and culture making are powerful tools for personal and social transformation. The second is that social justice is truly possible only if and when we are willing to have transparent and authentic conversations about the oppression children experience at the hands of the adults in their lives. We are committed to amplifying youth voices and leadership and building cross-generational solidarity among people of all ages, particularly those impacted by marginalization. Though RIU is focused on and driven by the youth, a large part of our work includes helping adult family members, educators, and community leaders understand the ways in which systemic oppression shapes our perceptions of and interactions with the young people in our homes, neighborhoods, institutions, and decision-making bodies.

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Expanding and Democratizing the Agenda for Preventing Youth Suicide: Youth Participation, Cultural Responsiveness, and Social Transformation

Canadian Journal of Community Mental Health ◽

10.7870/cjcmh-2014-009 ◽

2014 ◽

Vol 33 (1) ◽

pp. 95-107 ◽

Cited By ~ 2

Author(s):

Jennifer White

Keyword(s):

Young People ◽

Suicide Prevention ◽

Social Transformation ◽

Cultural Context ◽

Cultural Responsiveness ◽

Youth Participation ◽

Youth Suicide ◽

Policy Makers ◽

The Social ◽

Suicide Prevention Programs

Suicidal behaviours in young people are among the most challenging issues faced by educators, policy makers, and practitioners. A small number of youth suicide prevention programs have been identified as promising. At the same time, many contemporary approaches to youth suicide prevention take insufficient account of the social or cultural context and privilege the expertise of adults and researchers. In large part, this is a consequence of how scientific knowledge is constructed. By engaging young people as knowledgeable collaborators and by paying attention to broader socio-political and cultural contexts in understanding sources of suffering, a more flexible and enriched approach to youth suicide prevention research and practice is envisioned.

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The significance and impacts of a youth-led empowerment program and youth-led community development interventions in Myanmar

10.26686/wgtn.17145920.v1 ◽

2021 ◽

Author(s):

◽

Thu Maung Soe

Keyword(s):

Social Change ◽

Young People ◽

Human Resource Development ◽

Youth Development ◽

Social Transformation ◽

Individual Development ◽

Youth Empowerment ◽

Structured Interviews ◽

Development Tool ◽

Development Interventions

<p>In Myanmar, youth are traditionally perceived as a less significant segment of the society. Hence, youth development issues and problems around youth have attracted little attention from community members. Youth empowerment is a human resource development tool and a process designed to help the development of young individuals, by enabling them to solve their own problems and contribute to the development of their community. This qualitative study examines youth empowerment initiatives of one youth-led organization and its alumni by employing Appreciative Inquiry (AI) and conducting semi-structured interviews. This study focuses on how a youth-led organization has empowered youth to become socially engaged for social transformation and get involved in the country’s development sector. Results show that empowerment is an ongoing process and reveal a new dimension of youth empowerment in the Myanmar context. This study found that the nature of youth-led development organizations for youth and social change movements differed. Youth-led empowerment actions offer learning opportunities and create spaces for young people to participate in community movements. Moreover, Socially Engaged Buddhism (SEB) is an alternative to the conventional empowerment approaches, which offers Buddhist principles for individual development of young people and stimulates youth to get involved in collective social change movements to tackle structural injustices. </p>

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Career guidance as a form of self-determination and life self-realization of the youth

Revista on line de Política e Gestão Educacional ◽

10.22633/rpge.v25iesp.1.15009 ◽

2021 ◽

pp. 726-742

Author(s):

Elita S. Tabolova ◽

Vladimir A. Taranov ◽

Natalia A. Perepelkina ◽

Tatyana I. Lantsova

Keyword(s):

Young People ◽

Career Guidance ◽

Self Determination ◽

Professional Activity ◽

Professional Orientation ◽

Practical Support ◽

Market Situation ◽

Professional Field ◽

Professional Self ◽

Intellectual Level

Professional self-determination of young people is a controversial process complicated by the need to choose the field of activity and determine their place in life. Taking into account the complex influence of all factors on the professional orientation of young people is considered a reliable guarantee of the young person's choice of profession as part of life self-determination. However, it cannot be assumed that this process does not need management and practical support, and it can be carried out in a self-adjusting way. In addition, when choosing a profession, young people often rely on external attributes (publicity, showiness, prestige of the profession within the immediate circles) which gives rise to a corresponding interest in its development. Sometimes they do not take into account their correspondence to the requirements of the particular professional field: personal traits representing the importance of a professional, intellectual level of development, or the physiological capabilities necessary for the implementation of this professional activity. Increased attention is aimed at development of the natural instincts of the younger generation, as well as their professional formation, that is, on organizing assistance to young people in the choice of employment. At the same time, the choice should be made not only with a focus on the needs and opportunities of young people themselves, but also taking into account the labor market situation in the conditions of continuous updating of the list of popular professions. Willingness to respond quickly to market demands is the most approved approach to choosing a profession in modern conditions. Timely and qualified assistance in professional orientation would help young people meet the highest need: the need for self-realization.

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ENTENDER UN MODELO PARA LA INTEGRACIÓN EDUCATIVO-LABORAL DESDE LA PERSPECTIVA HISTÓRICO-CULTURAL

Nuances estudos sobre Educação ◽

10.14572/nuances.v24i1.2162 ◽

2013 ◽

Vol 24 (1) ◽

pp. 147-162

Author(s):

Patrícia Olmos Rueda

Keyword(s):

At Risk ◽

Young People ◽

Social Transformation ◽

Historical Context ◽

Academic Failure ◽

Training Model ◽

Drop Out ◽

Integration Model ◽

Youth At Risk ◽

Training Programmes

RESUMEN: El presente artículo es una reflexión teórica, que invita a la discusión, de un modelo de integración educativo-laboral surgido a partir de la reflexión en la praxis y entendido desde la perspectiva de la teoría histórico-cultural, un modelo que integra todos los elementos básicos de esta perspectiva y cuyo objetivo es la formación para la transformación social, a la par que educativa y laboral, de un colectivo de jóvenes en situación de vulnerabilidad con la mediación de agentes sociales, educativos y laborales de referencia. Se evidencia que las dificultades de acceso al mercado de trabajo y el fracaso escolar son factores interrelacionados de riesgo de exclusión de los colectivos que los asumen. Este trabajo centra su atención en el colectivo de jóvenes entre 16 y 21 años, con una historia de fracaso escolar, una baja cualificación y un escaso dominio de competencias, que impide su participación activa en contextos sociales, labores y educativos. Son jóvenes que no son capaces de operar y transformar su medio, de dar respuesta a las demandas del contexto, incurriendo en una situación de riesgo de exclusión sólo entendida en relación con los demás y en un contexto históricocultural de referencia. No obstante, estos jóvenes han decidido minimizar su condición de vulnerabilidad y mejorar sus oportunidades de reintegración en los contextos educativos y laborales accediendo a programas de formación para el trabajo cuyo objetivo es el de proveer, a estos jóvenes, de las competencias básicas requeridas por los contextos educativo-laborales. Los contextos formativos y/o educativos son los que permiten la transformación social de este colectivo y de aquí que surja la necesidad de pensar un modelo de formación para la integración o reintegración educativo-laboral de los colectivos en situación de vulnerabilidad y, concretamente, de aquellos jóvenes en riesgo de exclusión. ABSTRACT: This article is a theoretical reflection that invites discussion about an educational and labour integration model emerged from praxis reflection and understood within a cultural-historic perspective. This model includes all key elements of this perspective and its aim is to train young people in vulnerable situation to their social, educational and labour transformation with mediation of social, educational and labour agents of reference. Difficulties to gain access to the labour market and academic failure are interrelated factors of risk of exclusion of collective that assume these. This paper focuses on young people aged 16-21 years that drop out, which have low qualification and low domain of competences. This situation prevents them to participate in social, educational and labour contexts actively. These youth are not capable to operate on the context, to transform the context, to answer demands of the context. They are at risk of exclusion and this situation is only understood in relation with others and in connection with a cultural-historical context of reference. However, this young people decide to minimize their vulnerable condition and to improve their opportunities of educational and labour reintegration. They access to employment training programmes that provide them key competences that educational and labour contexts demand. Training and/or educational contexts arethose that make possible the social transformation of this collective so it is necessary to think a training model for educational and labour integration or reintegration of collective in vulnerable situation and, concretely, of those youth at risk of exclusion.http://dx.doi.org/10.14572/nuances.v24i1.2162

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CIVIL SOCIETY, RELIGION AND APPLIED THEATRE IN A KAIROTIC MOMENT - PRELIMINARY REFLECTIONS ON A PROJECT ON POLITICAL VIOLENCE & TORTURE IN ZIMBABWE: 2001 – 2002

Commonwealth Youth and Development ◽

10.25159/1727-7140/1806 ◽

2017 ◽

Vol 14 (2) ◽

pp. 81-91

Author(s):

Owen Seda ◽

Nehemiah Chivandikwa

Keyword(s):

Civil Society ◽

Rural Communities ◽

Young People ◽

Political Violence ◽

Social Transformation ◽

Social Construct ◽

Theatre Arts ◽

Applied Theatre ◽

Perpetrators And Victims ◽

The Moment

This article is a critical reflection on possibilities for social transformation and democratisation that can be possibly realised through collaborations between young people in civil society, African traditional religion and the Christian movement in contemporary contexts. In this context the focus on young people as key agents of change is informed by the frequent observation that young people are often the major perpetrators (and victims) of political violence and yet the least beneficiaries from the political spoils. The article analyses a project in the use of applied theatre to address political violence and torture that was conducted by the University of Zimbabwe's Department of Theatre Arts and Amani Trust some time between October 2001 and March 2002. The article uses that project to investigate and to illustrate some of the opportunities that can be harnessed by religious arms of civil society to strengthen peace in disadvantaged rural communities, such as we find in contemporary Zimbabwe, and which often bear the brunt of social unrest in times of political uncertainty. The study approaches time as a social construct that determines human agency and decision-making in order to adopt the biblical concept of ‘kairos’ or the ‘kairotic’ moment. The ‘kairotic’ moment referred to in this paper is the period between 1999 and 2008 when the Zimbabwean polity faced one of its severest national crises following protracted political contestation. This resulted in unprecedented levels of political intolerance, and state-sanctioned violence and torture in the country’s post-independence history. This level of political violence was perhaps second only to the infamous Gukurahundi massacres, which took place in the Midlands and Matebeleland provinces during the mid-1980s. We also view the kairotic moment as a critical moment for making a fundamental decision. It is full of both promise and danger, so much so that whether the moment ‘reaps’ hope or danger depends on how the moment is seized. We ask: Did civil society seize the moment to reap hope? In other words, we analyse whether various arms of Zimbabwean civil society took advantage of the ‘pregnant’ or kairotic moment to liberate itself. The authors adopt existing discourses on civil society and liberation theology to argue that whenever the time is ripe for meaningful intervention, there in fact exist immense opportunities for different branches of civil society domiciled in both traditional African and modern Christian religions to harness applied theatre in the service of peace and democratisation in the face of political adversity and uncertainty.

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Emancipatory Education and Youth Engagement in Brazil: A Case Study Bridging the Theory and Practice of Education for Social Transformation

Education Sciences ◽

10.3390/educsci9010023 ◽

2019 ◽

Vol 9 (1) ◽

pp. 23

Author(s):

Veriene Melo

Keyword(s):

Young People ◽

Critical Pedagogy ◽

Social Action ◽

Social Transformation ◽

Educational Program ◽

Theory And Practice ◽

Youth Engagement ◽

Emancipatory Education ◽

Negotiated Curriculum

Actualizing education beyond the scope of traditional schooling and incorporating elements of critical pedagogy and social transformation are essential for efforts aiming to reduce inequalities and enhance the livelihoods of excluded populations. This article examines emancipatory education through a Freirean lens by considering its dimensions of critical pedagogy, both in practice and in theory. Drawing from a case study of an NGO-led initiative enabling hundreds of young people from the favelas of Rio de Janeiro to formulate and implement their own ideas for social action, the article examines the links between the program’s objectives and practices and the aspects of the negotiated curriculum, problem-posing education, dialogical learning, and praxis that form the theoretical underpinnings of emancipatory education. The case study findings, which highlight the stages of the educational program, reveal how young people are empowered to challenge prevailing environments of exclusion and advance practices of positive community social regeneration. The study, thus, provides evidence of a form of education for social transformation (EST) which can contribute meaningfully to a peaceful struggle for social change while simultaneously redefining and humanizing education as a practice of emancipation.

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Youth Struggles: From the Arab Spring to Black Lives Matter & Beyond

African Studies Review ◽

10.1017/asr.2018.144 ◽

2019 ◽

Vol 62 (1) ◽

pp. 8-21 ◽

Cited By ~ 5

Author(s):

Alcinda Manuel Honwana

Keyword(s):

Young People ◽

Social Transformation ◽

Arab Spring ◽

Adult Life ◽

Wall Street ◽

Protest Movements ◽

Black Lives Matter ◽

The Status ◽

Political Exclusion ◽

The Arab Spring

Abstract:The majority of young people in Africa are today living in “waithood,” a prolonged, difficult, and dynamic transition into adult life. This experience is shared with an increasing number of young people in the developed North who are also grappling with issues of joblessness and political exclusion. This waithood generation is increasingly losing faith in the ability of its leaders to address young people’s needs and expectations, and it is rebelling against the status quo. From the youth uprisings that led to the Arab Spring and the ousting of Abdoulaye Wade in Senegal and Campaore in Burkina Faso, to political protest movements such as Occupy Wall Street and Black Lives Matter in the U.S. and Los Indignados in Spain, young people have been at the forefront of political change. However, they have not yet been able to effect systemic change. While profound social transformation takes time, this generation is still wrestling with how to move beyond street protest and have a lasting impact on politics and governance.

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En la era de la desigualdad, los jóvenes como protagonistas. Construyendo puentes de integración entre la educación. Las perspectivas de empleo y los procesos de participación en Argentina

Revista Temas Sociológicos ◽

10.29344/07194145.13.230 ◽

2017 ◽

pp. 109

Author(s):

Pablo Christian Aparicio ◽

Sergio Ignacio Carbajal

Keyword(s):

Young People ◽

Social Transformation ◽

Social Inclusion ◽

Social Inequalities ◽

Educational Institutions ◽

The Political ◽

Future Expectations ◽

Reforma Educativa ◽

Education And Employment ◽

Transformation Processes

ResumenEn el ámbito de las políticas públicas en Argentina, los jóvenes aparecen cada vez más definidos como actores estratégicos del desarrollo y en su figura se deposita la sostenibilidad y la realización del proyecto histórico y social.Sin embargo son los mismos jóvenes quienes experimentan serias dificultades al momento de gestionar sus proyectos biográficos e itinerarios educativos y laborales.En un contexto dominado por la expansión de las desigualdades sociales, las carencias de expectativas futuras, la invisibilización política y la postergación institucional. En este mismo escenario la actual políticaeducativa se muestra insuficiente para afrontar los nuevos desafíos inherentes a la participación, la cohesión y la inclusión social plena.Por este motivo, en el presente artículo se reflexionara sobre la Educación en términos de una herramienta de transformación social capaz de dinamizar procesos de inclusión social y empoderar los intereses y las demandas de los jóvenes.Palabras clave: Desigualdad socioeducativa, Jóvenes, Instituciones educativas, Participación, Reforma educativa en Argentina.AbstractIn the area of public policy in Argentina, young people are increasingly defined as strategic actors of development and its sustainability set is deposited and the realization of social and historical project. But it is the same young people who experience serious difficulties when managing their biographical projects and education and employment pathways.In a context dominated by the expansion of social inequalities, lack of future expectations, the political invisibility and institutional delay. In this scenario the current educational policy to be inadequate to meet the new challenges inherent in participation, social cohesion and inclusion full. Therefore, in this article reflect on education in terms of a tool capable of energizing social transformation processes of social inclusion and empower the interests and demands of young people.Key words: Inequality rehabilitative, Youth, Educational Institutions, Participation, Educational Reform in Argentina.

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Social media and the new struggles of young people against marginalisation: a challenge to missional ecclesiology in Southern Africa

STJ | Stellenbosch Theological Journal ◽

10.17570/stj.2015.v1n2.a24 ◽

2016 ◽

Vol 1 (2) ◽

Cited By ~ 2

Author(s):

Reggie Nel

Keyword(s):

Social Media ◽

Young People ◽

Southern Africa ◽

Social Transformation ◽

World Order ◽

Missional Church ◽

Personal Lives ◽

Media Technologies ◽

Missional Ecclesiology ◽

Manuel Castells

Social media technologies have become a prominent feature of public life, but also the personal lives of young people. The question is whether the academic discourses on the missional church in southern Africa have taken this trend into consideration adequately. This article addresses this question by introducing a postcolonial missiological perspective on social media and the new struggles of young people against marginalisation. Through a literature review, the article appropriates research from sociologists, in particular Manuel Castells, firstly to show how subjects are constructed in this new, networked world order and secondly to show how social transformation is framed and engendered. It is concluded that these findings are the basis for the notion of the missional church as a social network. It is recommended that a subtheme, which prioritises the role of social media in this age of the network society, be established in the academic discourse on the southern African missional church in order to continue the dialogue with young people in their contemporary struggles.

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