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 the paper is to theorise the principles of our Education and Skills Model for Participation and Cooperation in the Youth field: 'Inclusion and Respect'. Our model emerged from our action research case studies and focuses on building capacity in an education system to evolve gender relationships, intergenerational relationships, and multicultural relationships. I theorise how our model is underpinned by principles of inclusion and respect. I theorise how these principles enable the model to align with protected characteristics for marginalized groups to develop a sustainable social and economic post-racial model. I also theorise how including and respecting all young people including those recognized as Almajirai (itinerant pupils who beg part time for a living) may reduce their vulnerability to engaging with risky business, joining gangs Unicef (2007), and even being radicalised by people of extreme ideology. To deliver on the aim of the paper I draw on Marshal and Gerstl-Pepin (2005) and Barnett (2000) to address the following three questions. First, how can I theorise the model’s engagement with optimising inclusion and respect? Second, how can I theorise how the principles of inclusion and respect align with protected characteristics for marginalized groups to develop the sustainable social and economic post-racial model? Finally how can I theorise the way including and respecting all young people including those recognized as Almajirai may reduce their vulnerability to engaging with risky behavior, joining gangs, and even being radicalised?
References
Barnett, R. (2000) Higher Education a Critical Business. Buckingham: SRHE. Dundar, S. (2013) Students' Participation to the Decision-Making Process as a Tool for Democratic School. Kuram Ve Uygulamada Egitim Bilimleri, 13(2), 867. Elias, M. J., & Kress, J. S. (1994) Social Decision-Making and Life-Skills Development: A Critical Thinking Approach to Health Promotion in the Middle School. Journal of School Health, 64(2), 62. Gerstl-Pepin, C., & Aiken, J. (2012) Social justice leadership for a global world. New-York: Information Age Publication. Kaba, M. (2000) ‘They Listen to Me ... but They Don't Act on It’: Contradictory Consciousness and Student Participation in Decision-Making. High School Journal, 84(2), 21. Kalyalya, J. H.(2006) The role of formal schools in promoting democracy in Zambia. http://www.ossrea.net Onyene, V. Mbah, P. & Oluwole, S. (1999) The Socio-cultural background to gender inequality. In Gender training manual for higher education, pp. 47 – 61. Lagos: The Association of Women in Colleges of Education (WICE) & The Ford Foundation. Pianta, R. C. (1999) Enhancing Relationships Between Children and Teachers. Washington, D.C.: American Psychological Assn. UNICEF (2007) Child Poverty in Perspective: An Overview of Child Well-being in Rich Countries, Innocenti Report Card 7, Florence.
Search the ECER Programme
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.