|
Showing 1 - 10 of
10 matches in All Departments
This volume brings together design thinking, critical social
theory, and learning sciences to describe promising learning
innovations that foster rights, dignity, and social justice for
youth. Each of the chapters provides a case study of a project and
discusses underlying theories and behind-the-scenes accounts of
implementation and lessons learned. The group of contributors
represent emerging scholars who are leading voices working at the
intersections of theory and practice for educational equity.
Chapters in this volume take up themes of power and equity in the
design and redesign of learning opportunities for young people. The
chapters show variation in the kinds of learning--from complex
ecologies spanning multiple institutions and age groups to specific
classroom or after-school spaces. Chapters also vary in the focal
ages of participants. Although most discuss experiences of young
people between the ages of 12-25, some also explore the learning of
elementary age youth. All of the chapters make the authors--who
were researchers, designers, teachers, and facilitators--part of
the narrative and process of learning. We are especially thankful
that the authors of these chapters invite the reader into their
thinking process and the tensions and contradictions that emerged
as they sought to catalyze transformative learning spaces.
Social media and digital tools permeate the everyday lives of young
people. In the early stages of commentary about the impact of the
digital age on civic life, debates revolved around whether the
Internet enhanced or discouraged civic and political action. Since
then we have seen new media move to center stage in politics and
activism--from the 2008 US election to the 2011 Arab Spring to the
Occupy movement. We have also seen new patterns in how different
sub-groups make use of digital media. These developments have
pushed people to move beyond questions about whether new media are
good or bad for civic life, to ask instead: how, under what
conditions, and for whom, do new digital tools become resources for
political critique and action by the young? This book will provide
a platform for a new wave of scholarship about young people's
political participation in the digital age. We define "youth" or
"young people" as roughly between the ages of 12 and 25. We include
perspectives from political science, education, cultural studies,
learning sciences, and youth development. We draw on the framework
developed by the MacArthur Research Network on Youth and
Participatory Politics (Cohen, Kahne, Bowyer, Middaugh, &
Rogowski, 2012), which defines participatory politics as,
"interactive, peer-based acts through which individuals and groups
seek to exert both voice and influence on issues of public
concern."
The purpose of this book is to compile and publicize the best
current thinking about training and professional development for
youth workers. School age youth spend far more of their time
outside of school than inside of school. The United States boasts a
rich and vibrant ecosystem of Out?of?School Time programs and
funders, ranging from grassroots neighborhood centers to national
Boys and Girls Clubs. The research community, too, has produced
some scientific consensus about defining features of high quality
youth development settings and the importance of after?school and
informal programs for youth. But we know far less about the people
who provide support, guidance, and mentoring to youth in these
settings. What do youth workers do? What kinds of training,
certification, and job security do they have? Unlike K?12 classroom
teaching, a profession with longstanding - if contested -
legitimacy and recognition, "youth work" does not call forth
familiar imagery or cultural narratives. Ask someone what a youth
worker does and they are just as likely to think you are talking
about a young person working at her first job as they are to think
you mean a young adult who works with youth. This absence of shared
archetypes or mental models is matched by a shortage of policies or
professional associations that clearly define youth work and assume
responsibility for training and preparation. This is a problem
because the functions performed by youth workers outside of school
are critical for positive youth development, especially in
ourcurrent context governed by widening income inequality. The US
has seen a decline in social mobility and an increase in income
inequality and racial segregation. This places a greater premium on
the role of OST programs in supporting access and equity to
learning opportunities for children, particularly for those growing
up in neighborhoods of concentrated poverty. Fortunately, in the
past decade there has been an emergence of research and policy
arguments about the importance of naming, defining, and attending
to the profession of youth work. A report released in 2013 by the
DC Children and Youth Investment Corporation suggests employment
opportunities for youth workers are growing faster than the
national average; and as the workforce increases, so will efforts
to professionalize it through specialized training and credentials.
Our purpose in this volume is to build on that momentum by bringing
together the best scholarship and policy ideas - coming from in and
outside of higher education - about conceptions of youth work and
optimal types of preparation and professional development.
Exploring how formal and informal education initiatives and
training systems in the US, UK and Australia seek to achieve a
socially diverse workforce, this insightful book offers a series of
detailed case studies to reveal the initiative and ingenuity shown
by today's young people as they navigate entry into creative fields
of work. Young People's Journeys into Creative Work acknowledges
the new and diverse challenges faced by today's youth as they look
to enter employment. Chapters trace the rise of indie work,
aspirational labour, economic precarity, and the disruptive effects
of digital technologies, to illustrate the oinventive ways in which
youth from varied socio-economic and cultural backgrounds enter
into work in film, games production, music, and the visual arts.
From hip-hop to new media arts, the text explores how opportunities
for creative work have multiplied in recent years as digital
technologies open new markets, new scenes, and new opportunities
for entrepreneurs and innovation. This book will be of great
interest to researchers, academics and postgraduate students in the
fields of youth studies, careers guidance, media studies,
vocational education and sociology of education.
Winner, 2016 Best Authored Book presented by the Society for
Research on Adolescence Diverse case studies on how youth build
political power during an era of racial and educational inequality
in America This is what democracy looks like: Youth organizers in
Colorado negotiate new school discipline policies to end the school
to jail track. Latino and African American students march to
district headquarters to protest high school closure. Young
immigration rights activists persuade state legislators to pass a
bill to make in-state tuition available to undocumented state
residents. Students in an ESL class collect survey data revealing
the prevalence of racism and xenophobia. These examples, based on
ten years of research by youth development scholar Ben Kirshner,
show young people building political power during an era of racial
inequality, diminished educational opportunity, and an atrophied
public square. The book's case studies analyze what these
experiences mean for young people and why they are good for
democracy. What is youth activism and how does it contribute to
youth development? How might collective movements of young people
expand educational opportunity and participatory democracy? The
interdependent relationship between youths' political engagement,
their personal development, and democratic renewal is the central
focus of this book. Kirshner argues that youth and societal
institutions are strengthened when young people, particularly those
most disadvantaged by educational inequity, turn their critical
gaze to education systems and participate in efforts to improve
them.
Winner, 2016 Best Authored Book presented by the Society for
Research on Adolescence Diverse case studies on how youth build
political power during an era of racial and educational inequality
in America This is what democracy looks like: Youth organizers in
Colorado negotiate new school discipline policies to end the school
to jail track. Latino and African American students march to
district headquarters to protest high school closure. Young
immigration rights activists persuade state legislators to pass a
bill to make in-state tuition available to undocumented state
residents. Students in an ESL class collect survey data revealing
the prevalence of racism and xenophobia. These examples, based on
ten years of research by youth development scholar Ben Kirshner,
show young people building political power during an era of racial
inequality, diminished educational opportunity, and an atrophied
public square. The book's case studies analyze what these
experiences mean for young people and why they are good for
democracy. What is youth activism and how does it contribute to
youth development? How might collective movements of young people
expand educational opportunity and participatory democracy? The
interdependent relationship between youths' political engagement,
their personal development, and democratic renewal is the central
focus of this book. Kirshner argues that youth and societal
institutions are strengthened when young people, particularly those
most disadvantaged by educational inequity, turn their critical
gaze to education systems and participate in efforts to improve
them.
Exploring how formal and informal education initiatives and
training systems in the US, UK and Australia seek to achieve a
socially diverse workforce, this insightful book offers a series of
detailed case studies to reveal the initiative and ingenuity shown
by today's young people as they navigate entry into creative fields
of work. Young People's Journeys into Creative Work acknowledges
the new and diverse challenges faced by today's youth as they look
to enter employment. Chapters trace the rise of indie work,
aspirational labour, economic precarity, and the disruptive effects
of digital technologies, to illustrate the oinventive ways in which
youth from varied socio-economic and cultural backgrounds enter
into work in film, games production, music, and the visual arts.
From hip-hop to new media arts, the text explores how opportunities
for creative work have multiplied in recent years as digital
technologies open new markets, new scenes, and new opportunities
for entrepreneurs and innovation. This book will be of great
interest to researchers, academics and postgraduate students in the
fields of youth studies, careers guidance, media studies,
vocational education and sociology of education.
Social media and digital tools permeate the everyday lives of young
people. In the early stages of commentary about the impact of the
digital age on civic life, debates revolved around whether the
Internet enhanced or discouraged civic and political action. Since
then we have seen new media move to center stage in politics and
activism--from the 2008 US election to the 2011 Arab Spring to the
Occupy movement. We have also seen new patterns in how different
sub-groups make use of digital media. These developments have
pushed people to move beyond questions about whether new media are
good or bad for civic life, to ask instead: how, under what
conditions, and for whom, do new digital tools become resources for
political critique and action by the young? This book will provide
a platform for a new wave of scholarship about young people's
political participation in the digital age. We define "youth" or
"young people" as roughly between the ages of 12 and 25. We include
perspectives from political science, education, cultural studies,
learning sciences, and youth development. We draw on the framework
developed by the MacArthur Research Network on Youth and
Participatory Politics (Cohen, Kahne, Bowyer, Middaugh, &
Rogowski, 2012), which defines participatory politics as,
"interactive, peer-based acts through which individuals and groups
seek to exert both voice and influence on issues of public
concern."
The purpose of this book is to compile and publicize the best
current thinking about training and professional development for
youth workers. School age youth spend far more of their time
outside of school than inside of school. The United States boasts a
rich and vibrant ecosystem of Out?of?School Time programs and
funders, ranging from grassroots neighborhood centers to national
Boys and Girls Clubs. The research community, too, has produced
some scientific consensus about defining features of high quality
youth development settings and the importance of after?school and
informal programs for youth. But we know far less about the people
who provide support, guidance, and mentoring to youth in these
settings. What do youth workers do? What kinds of training,
certification, and job security do they have? Unlike K?12 classroom
teaching, a profession with longstanding - if contested -
legitimacy and recognition, "youth work" does not call forth
familiar imagery or cultural narratives. Ask someone what a youth
worker does and they are just as likely to think you are talking
about a young person working at her first job as they are to think
you mean a young adult who works with youth. This absence of shared
archetypes or mental models is matched by a shortage of policies or
professional associations that clearly define youth work and assume
responsibility for training and preparation. This is a problem
because the functions performed by youth workers outside of school
are critical for positive youth development, especially in
ourcurrent context governed by widening income inequality. The US
has seen a decline in social mobility and an increase in income
inequality and racial segregation. This places a greater premium on
the role of OST programs in supporting access and equity to
learning opportunities for children, particularly for those growing
up in neighborhoods of concentrated poverty. Fortunately, in the
past decade there has been an emergence of research and policy
arguments about the importance of naming, defining, and attending
to the profession of youth work. A report released in 2013 by the
DC Children and Youth Investment Corporation suggests employment
opportunities for youth workers are growing faster than the
national average; and as the workforce increases, so will efforts
to professionalize it through specialized training and credentials.
Our purpose in this volume is to build on that momentum by bringing
together the best scholarship and policy ideas - coming from in and
outside of higher education - about conceptions of youth work and
optimal types of preparation and professional development.
This volume brings together design thinking, critical social
theory, and learning sciences to describe promising learning
innovations that foster rights, dignity, and social justice for
youth. Each of the chapters provides a case study of a project and
discusses underlying theories and behind-the-scenes accounts of
implementation and lessons learned. The group of contributors
represent emerging scholars who are leading voices working at the
intersections of theory and practice for educational equity.
Chapters in this volume take up themes of power and equity in the
design and redesign of learning opportunities for young people. The
chapters show variation in the kinds of learning--from complex
ecologies spanning multiple institutions and age groups to specific
classroom or after-school spaces. Chapters also vary in the focal
ages of participants. Although most discuss experiences of young
people between the ages of 12-25, some also explore the learning of
elementary age youth. All of the chapters make the authors--who
were researchers, designers, teachers, and facilitators--part of
the narrative and process of learning. We are especially thankful
that the authors of these chapters invite the reader into their
thinking process and the tensions and contradictions that emerged
as they sought to catalyze transformative learning spaces.
|
You may like...
Loot
Nadine Gordimer
Paperback
(2)
R398
R330
Discovery Miles 3 300
Loot
Nadine Gordimer
Paperback
(2)
R398
R330
Discovery Miles 3 300
|