scholarly journals Aktivismus und Bildung für nachhaltige Entwicklung in der Schule? Herausforderungen und Chancen im Umgang mit Aktivismus der Schüler/-innen

2021 ◽  
Vol 2021 (3) ◽  
pp. 22-26
Author(s):  
Katarina Roncevic ◽  
Micha Pallesche
Keyword(s):  
Young People ◽  
Formal Education ◽  
School Education ◽  
Climate Protection ◽  
Nachhaltige Entwicklung ◽  
Bildung Für Nachhaltige Entwicklung

The climate protection movement of young people, Fridays for Future, on the streets is also finding its way into school and raises questions about tasks and functions of formal education. But how can activism and formal education go hand in hand? What potential does this open up? What space does school offer? And where are limits? Based on experiences and reflections from the implementation of the Schools for Earth project, this article shows potentials, but also challenges for young people's engagement in school. Concrete options for action are discussed on the basis of activities at the Ernst-Reuter-Gemeinschaftsschule in Karlsruhe, which is part of the project. The focus is on the extent to which these activities can take into account both the requirements of school education and the needs of young activists.

Doku-Kunst als narrative Form für Gestaltungsprozesse im ländlichen Mecklenburg-Vorpommern

2020 ◽  
Vol 30 (2) ◽  
pp. 417-436
Author(s):  
Thomas Klein
Keyword(s):  
Narrative Form ◽  
Nachhaltige Entwicklung ◽  
Bildung Für Nachhaltige Entwicklung

<?page nr="436"?>Doku-Art ist eine künstlerisch-partizipative Methode, die im Kontext einer Bildung für nachhaltige Entwicklung eingesetzt werden kann. Die Arbeit mit Medien und Künsten wird dabei als Mittel gesehen, den öffentlichen ländlichen Raum mitzugestalten. In diesem Artikel wird unter Rückgriff auf medienökologische Ansätze gezeigt, auf welche Weise die narrative Gestaltung des ländlichen Raums in Mecklenburg-Vorpommern in dem Doku-Art-Projekt Erben des Fortschritts zum Ausdruck kommt.

scholarly journals „Wie entsteht eigentlich Zukunft?“

2020 ◽  
Vol 44 (2) ◽  
pp. 158-165
Author(s):  
Susanne Brandt
Keyword(s):  
Nachhaltige Entwicklung ◽  
Bildung Für Nachhaltige Entwicklung

ZusammenfassungMit dem Projekt „Das weiße Blatt“ hat die Büchereizentrale Schleswig-Holstein 2018 einen Prozess begonnen, der in besonderer Weise eine lebendige Auseinandersetzung mit Zukunftsfragen anregt und sich an einer Bildung für nachhaltige Entwicklung orientiert. Kennzeichen des Projekts sind die Offenheit für Kooperationen und eine dynamische Fortsetzung, auch über den ursprünglichen Projektzeitraum hinaus, geprägt von einer multimedialen, digitalen wie analogen Vielfalt, die sich bis heute aus den Impulsen des Projekts mit kreativ gestalteten Formen wie E-Book, Film, Podcast, Blog u.v.m. laufend weiterentwickelt. Von elementarer Bedeutung ist dabei außerdem die globale Perspektive, die in verschiedenen internationalen Bezügen des Projekts zum Ausdruck kommt. Mit dem folgenden Bericht wird dieser Entwicklungsprozess von den Grundüberlegungen bis hin zu den vielfältigen Variantenbildungen, die seither aus dem Projekt hervorgegangen sind – auch aktuell unter den besonderen Bedingungen der Pandemie – nachgezeichnet. Ende offen ...

Citizenship outside the Classroom

2002 ◽  
Vol 44 (3) ◽  
pp. 1-14
Author(s):  
Penny Harwood ◽  
Caroline Davey
Keyword(s):  
Young People ◽  
Young Women ◽  
Formal Education ◽  
Developmental Process ◽  
Research Methodologies ◽  
Good Citizenship ◽  
The One

In the context of an increasingly pluralist and in some ways troubled society, work was undertaken to investigate the role of formal education and non-educational organisations in building good citizenship in girls and young women (9-19 years old). Different stages in the developmental process are identified, and the paper describes a number of ways in which experiential and attitudinal information was obtained from the range of respondents: these included a Citizen's Forum and quantitative omnibus research. Methodologies to involve the young people in focused and relevant debate during the one-day Forum were developed and are discussed.

scholarly journals Inclusion, Diversity, Equality in Non-Formal Education through the Optic of Youth and Youth Workers

2018 ◽  
Vol 8 (3) ◽  
pp. 94-108
Author(s):  
Martin Brestovanský ◽  
Janette Gubricová ◽  
Kristína Liberčanová ◽  
Naďa Bizová ◽  
Zuzana Geršicová
Keyword(s):  
Young People ◽  
Informal Education ◽  
Formal Education ◽  
Leisure Activities ◽  
Data Gathering ◽  
Point Of View ◽  
Youth Workers ◽  
Youth Organizations ◽  
The Social ◽  
Group Members

AbstractIntroduction: The aim of the study was to find out what is the understanding of relatively new terms coming into the cultures of Middle-European countries – inclusion, diversity, and equality (hereinafter referred to as IDE) – from the point of view of young people (n=30) and youth workers (n=16) in Slovakia.Methods: For data gathering, we used a method of focus groups (4 meetings). Data analysis was based on three criteria: consistency in understanding the terms, an overview of types of obstacles that keep young people from self-realisation and an explicit or implicit expression of understanding the basic principles of inclusion in education. The content of IDE terms was mostly from the area of the social field. The term diversity was closely explained in the psychological-personal fields.Results: The most frequent obstacles for applying IDE approaches were seen in the social, health and religious spheres. From the pedagogical and methodological point of view, the problem is also in the difficulty of preparing the projects based on the principles of IDE while the youth workers proclaim autonomy in solutions and do not trust the possibilities of using general methods because of specific need resulting from the specific context of their work. Also, they proclaim natural applying of the IDE principles and the existence of specific needs in the informal education does not represent any problem for the inclusion of the group members in the activities of the organisation.Limitations: Work with youth is very varied. Performs in different areas of life and also involves working with different groups of young people. The selected research sample consists of youth and youth workers who are only a partial sample of the sample. It is assumed that in a larger group of respondents (both youth workers and youths themselves), respondents' views may differ somewhat in some of the areas studied.Conclusions: This research provides information on understanding, implementation and obstacles to applying the principles of inclusion, equality and diversity in practice. We believe that the information we receive is very valuable as it opens the imaginative door to the specific kitchens of individual youth organizations where these principles are directly implemented. They show their nature of application in practice, they suggest some risks, as well as a certain bias towards the application of the terms emerging (probably?) from theory. As can be seen from the results of our research, the emergence of specific needs in non-formal education in practice does not pose a problem in the inclusion of group members in leisure activities.

scholarly journals The relational navigator: a pedagogical reframing of widening educational participation for care-experienced young people

2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Penny Jane Burke ◽  
Claire Cameron ◽  
Emily Fuller ◽  
Katie Hollingworth
Keyword(s):  
Young People ◽  
Formal Education ◽  
Small Scale ◽  
Widening Participation ◽  
Post Secondary Education ◽  
Post Secondary ◽  
Transitional Processes ◽  
Justice Theories ◽  
Pedagogical Relationship ◽  
Deficit Discourses

Young people in state care not only lose support, usually at 18 years of age, but also experience unequal participation in post-secondary education. This has raised concern about the importance of widening participation (WP) for care-experienced young people (CEYP). However, CEYP are often institutionally stigmatised and this could be worsened by WP interventions that are framed by deficit discourses. Weaving together social pedagogies and social justice theories, the article aims to reframe WP away from deficit discourses through recognition of the systemic, structural and cultural inequalities that most CEYP must navigate to access formal education. We introduce the concept of the relational navigator, in which a pedagogical relationship enables the navigator to ‘pilot’ through complex systems and transitional processes in collaboration with, and through ‘walking alongside’, the CEYP with respect to their lived contexts and experiences. This article draws from the reflections of WP navigators situated in two small-scale WP projects, one in an English museum and the other in an Australian university. Our analysis of the reflections of the WP project navigators is offered as a preliminary exploration of the potential the relational navigator as a way to shift deficit discourses and work towards a reframing of WP through a social pedagogical perspective.

scholarly journals Promoting Youth Development Worldwide: The Duke of Edinburgh’s International Award

2015 ◽  
Vol 10 (1) ◽  
pp. 106-118 ◽  
Author(s):  
Eva Van Baren ◽  
Marieke Meelen ◽  
Lucas C.P.M. Meijs
Keyword(s):  
Young People ◽  
Youth Development ◽  
Personal Development ◽  
Formal Education ◽  
Vital Role ◽  
Learning Approach ◽  
International Award ◽  
Award Program ◽  
Educational Framework ◽  
Physical Recreation

The Duke of Edinburgh’s International Award is a youth achievement Award program that aims to engage young people in purposeful activities focused on gaining knowledge, broadening horizons and accumulating a diversity of experiences. The program promotes positive youth development through an experienced based learning approach and is known to play a vital role in providing opportunities for young people to develop essential life skills, complementing their formal education. Comprised of three levels (Bronze, Silver and Gold) and four sections (Service, Skills, Physical Recreation and Adventurous Journey) the Award is designed to provide a balanced programme of personal development. The Award operates worldwide in over 140 countries and territories, through the International Award Association. This article will discuss The Duke of Edinburgh’s International Award program and its non-formal educational framework. Participants reported that it has enabled them to grow in confidence and in their ability to contribute positively to their communities.

scholarly journals Youth Volunteerism, as Non-formal Education, for Professional and Social Integration of Young Labor Force in Pakistan

2020 ◽  
Vol 16 (8) ◽  
pp. 117
Author(s):  
Sadaf Taimur ◽  
Huma Mursaleen
Keyword(s):  
Young People ◽  
Social Integration ◽  
Nonprofit Organizations ◽  
Labor Force ◽  
Online Survey ◽  
Formal Education ◽  
Vital Role ◽  
Social And Economic Development ◽  
Research Findings ◽  
Youth Volunteerism

Young people are an asset to Pakistan, and they can play a vital role in the country&#39;s social and economic development. Non-formal education to promote volunteering activity in Pakistan can endorse the professional and social integration of the young labor force by preparing them with the labor&#39;s contemporary skills. The current study is an attempt to explore the situation in Pakistan and identify: (a) if non-formal education plays a role in youth&#39;s engagement in volunteering activity; (b) why young people volunteer; (c) what they can learn through volunteering; (d) the significant barriers which can prevent them from volunteering even after getting the training and opportunities to volunteer. Data was collected using purposive sampling from 4 different nonprofit organizations (NPOs), with city offices in three major cities of Pakistan. NPOs, on their end, collected the data form the youth volunteers working with them randomly using an online survey. The research findings revealed that non-formal education plays a significant role in ensuring young people&#39;s engagement in volunteering activity. The findings and recommendations from the study can guide youth initiatives and policies in Pakistan to include systematic and consistent non-formal education programs to promote youth volunteerism in Pakistan.

scholarly journals Práticas socioeducativas e jovens no sul de Minas Gerais (p. 155-174)

2017 ◽  
Author(s):  
Luís Antonio Groppo ◽  
Lívia Silva Macedo
Keyword(s):  
Social Movements ◽  
Young People ◽  
Data Collection ◽  
Social Inclusion ◽  
Formal Education ◽  
Minas Gerais ◽  
Social Intervention ◽  
The South ◽  
Movimientos Sociales

O campo das práticas socioeducativas, combinando o educativo com objeti-vos que visam à intervenção social, tem crescido no Brasil nos últimos anos,desenvolvendo-se a partir da educação popular e da educação não formal,vindo a predominar nele o paradigma da “inclusão social” dos “excluídos”.O artigo caracteriza as práticas socioeducativas para adolescentes e jovens emum município do sul de Minas Gerais, por meio de levantamento de dadose entrevistas, e também as concepções de jovem e juventude, segundo asgestoras de cinco dessas práticas. Reiteram-se características do campo en-contradas em outros locais pesquisados, incluindo concepções estereotipadassobre a juventude. Contudo, práticas heterodoxas vindas de movimentos so-ciais e da universidade pública indicam possibilidades criativas nesse campo,incluindo uma noção de jovem mais consistente, na qual ele é tido como umsujeito social.Palavras-chave: Juventude. Educação não formal. Movimentos sociais.AbstractThe field of socio-educative practices, combining education with goals aimedat social intervention has grown in Brazil in recent years, developing from thepopular education and non-formal education, coming to dominate it the para-digm of “social inclusion”. The article characterizes the socio-educative prac-tices for adolescents and young people in a city in the South of Minas Gerais,Brazil, through data collection and interviews. Also, young concepts and youthunder the managers of five of these practices. They reiterate to field characteris-tics found in other areas surveyed, including stereotyped conceptions of youth.However, heterodox practices coming from social movements and public uni-versity indicate creative possibilities in this field, including a sense of youth moreconsistent, in which the young is regarded as a social subject.Keywords: Youth. Non-formal education. Social movements.ResumenEl campo de las prácticas socioeducativas, combinando el educativo con obje-tivos que apuntan a la intervención social, ha crecido en Brasil en los últimosaños, desarrollándose a partir de la educación popular y de la educación noformal, venido a predominar en él el paradigma de la “inclusión social” Delos “excluidos”. El artículo caracteriza las prácticas socioeducativas para ado-lescentes y jóvenes en un municipio del sur de Minas Gerais, por medio de laencuesta de datos y entrevistas. También, las concepciones de joven y juventudsegún las gestoras de 5 de estas prácticas. Se reiteran características del campoencontradas en otros lugares investigados, incluyendo concepciones estereoti-padas sobre la juventud. Sin embargo, prácticas heterodoxas provenientes demovimientos sociales y de la universidad pública indican posibilidades creativasen este campo, incluyendo una noción de joven más consistente, en la cual esconsiderado un sujeto social.Palabras clave: Juventud. Educación no formal. Movimientos sociales.

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