Session Information
15 SES 04, Theoretical Underpinnings of an Education and Skills Model for Participation and Cooperation in the Youth Field; Empowering Europe's Young Innovators
Symposium
Contribution
The aim of this paper is to theorise the Education and Skills Model for Participation and Cooperation in the Youth Field 'the generation of new knowledge to imagine new futures'. We address the aim by theorising how knowledge generation empowers Europe’s young innovators from early on in life to build sustainable, inclusive communities with an eye to opening new markets and job opportunities. We consider how teachers, and education system stakeholders, who are guiding knowledge generation, need virtues because they have platforms, and positions of power that can influence the shaping of identities (Stenhouse, 1983). However, we recognize knowledge can also be transmitted through language facilitated by pedagogical relationships. The transmission of tried and tested knowledge may be beneficial because it standardizes knowledge to be acquired without the influence of the teacher who may or may not have particular virtues. However, transmitted knowledge also needs to be rationalized to identify particular virtues or there is a danger old traditions that replicate inequalities or hegemonies of dominant groups will be passed on. These dominant groups may intentionally or unintentionally expect marginalized groups to assimilate into the dominant culture, which prevents young people from being authentic and can lead to risky behavior, and young people joining gangs and even being vulnerable to radicalization. To deliver on the aims of this paper we take a cross disciplinary approach by drawing on the philosophy of education, the sociology of education, the history of education and the psychology of education to address three research questions. First, how can we theorise knowledge generation to empower Europe’s young innovators from early on in life? Second, how can we theorise teachers and stakeholders in education systems developing the virtues required to facilitate young people's knowledge generation? Third, how can we theorise the transmission of standardised curriculum content knowledge that does not replicate inequalities and is accessible to all students regardless of their characteristics?
References
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