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| informal education conversation democracy and learning: Informal Education Tony Jeffs, Mark Smith, 1999 Writers explore how informal educators encourage conversation, democracy and learning. They also examine evaluation, working with process, living with values and planning. Each chapter includes a number of questions that help readers to explore their work. Further support is given on a set of linked web pages. |
| informal education conversation democracy and learning: Principles and Practice of Informal Education Linda Deer Richardson, Mary Wolfe, 2004-11-23 This new and exciting text is aimed at informal educators involved in youth work, community work and adult education and health promotion. The contributors explore the principles and practice of informal education and focus, in particular, on the notion of 'working with' which is central to practice, in this sector. The book argues for an approach which is relevant to a number of professional fields and which focuses on a way of working rather than upon a specific target group. The book looks at the role of an educator in informal education and youth work settings. Comprehensive and analytical, it looks at social, cultural and political contexts of education. The authors discuss the practical side of teaching from the setting, programme planning and communication to activity-based work, one-to-one case work, formal group work and managing the work load. Finally the book analyses developing professional practice, the use of line management and supervision, and evaluation of work. |
| informal education conversation democracy and learning: Why Community Matters Nicholas V. Longo, 2012-02-01 Providing a new perspective on the undeniable relationship between education reform and democratic revitalization, Nicholas V. Longo uncovers and examines practical models in which communities play an essential role in teaching the art of democracy. |
| informal education conversation democracy and learning: Learning in Places Zvi Bekerman, Nicholas C. Burbules, Diana Silberman-Keller, 2006 Learning in Places is a concerted effort undertaken by an outstanding group of international researchers to create a resource book that can introduce academic, professional and lay readers to the field of informal learning/education and its potential to transform present educational thinking. The book presents a wealth of ideas from a wide variety of disciplinary fields and methodological approaches covering multiple learning landscapes - in museums, workplaces, classrooms, places of recreation - in a variety of political, social and cultural contexts around the world. Learning in Places presents the most recent theoretical advances in the field; analyzing the social, cultural, political, historical and economical contexts within which informal learning develops and must be critiqued. It also looks into the epistemology that nourishes its development and into the practices that characterize its implementation; and finally reflects on the variety of educational contexts in which it is practiced. |
| informal education conversation democracy and learning: The Homiletic of All Believers O. Wesley Allen, Jr., 2005-01-01 Preaching, says professor and author O. Wesley Allen Jr., should be considered as a form of conversation. The church, after all, is a community of conversation that exists in part to interpret God's purposes for the world and to participate in those purposes. The idea of the sermon as a conversation, then, is not simply a style or form of preaching but an integral expression of the nature and purpose of the church. |
| informal education conversation democracy and learning: Informal Learning in Youth Work Janet R Batsleer, 2008-05-30 Informal Learning in Youth Work offers fresh perspectives on all aspects of informal education in the youth work setting. Designed to develop the reader’s knowledge and skills, this comprehensive textbook explores key issues such as communication, power relations, ethics, gender exclusion, sexuality, race discrimination, and social class. The author places particular emphasis on conversation as a key means of promoting informal learning and engaging effectively with young people. |
| informal education conversation democracy and learning: Active Citizenship and Community Learning Carol Packham, 2008-09-08 This book explores the role of the worker in facilitating participation, learning and active engagement within communities. Focusing on recent initiatives to strengthen citizen and community engagement, it provides guidance, frameworks and activities to help in work with community members, either as different types of volunteers or as part of self-help groups. Setting community work as an educational process, the book also highlights dilemmas arising from possible interventions and gives strategies for reflective, effective practice. |
| informal education conversation democracy and learning: Descriptive Inquiry in Teacher Practice Cara E. Furman, Cecelia E. Traugh, 2021 What does it mean to teach for human dignity? How does one do so? This practical book shows how the leaders at four urban public schools used a process called Descriptive Inquiry to create democratic schools that promote and protect human dignity. The authors argue that teachers must attend to who a child is and find a way to create classrooms that allow everyone to feel safe and express ideas. Responding to the perennial question of how to cultivate teachers, they offer an approach that attends to both ethical development and instructional methods. They also provide a way forward for school leaders seeking to listen to, and provide guidance for, their staff. At its core, Descriptive Inquiry in Teacher Practice champions a commitment to schools as places in which children, teachers, and leaders can learn how to live and work well together. Book Features: 679;;Illustrates how to take an inquiry stance toward the difficult issues that educators face every day. 679;;Examines how themes regularly addressed in foundations can be used to improve schools. 679;;Includes engaging portraits of progressive urban schools that showcase the qualities of the leaders that guide them. 679;;Demonstrates the power of a progressive and humanistic education for children of color and for those from lower-income backgrounds. |
| informal education conversation democracy and learning: Critical Issues in Youth Work Management Jon Ord, 2013-06-17 This valuable textbook communicates the complexities and controversies at the heart of youth work management, exploring key issues in a critical fashion. Written by a team of experienced youth work lecturers, the chapters cover topics such as planning, evaluation and supervision, whilst acknowledging the changing structures of integrated services and the impact of public service reform. Divided into three sections, it covers: Historical and theoretical context Critical practice issues, including leadership, policy constraints, planning and accountability Managing in different settings, for instance integrated services and the voluntary sector. Aimed at both youth work students studying for their professional qualification, as well as practicing managers, Critical Issues in Youth Work Management encourages critical thinking about what management in youth work is and what it can be. It includes reflective questions and further reading, and case studies are integrated throughout. |
| informal education conversation democracy and learning: Youth Work Process, Product and Practice Jon Ord, 2016-06-17 Youth Work Process and Practice provides an overview of the central concerns in youth work today, exploring what youth work actually consists in and developing an authentic theoretical framework for practice. This accessible textbook places the role of the curriculum and idea of practice as a process at the centre of youth work. Exploring important aspects of practice – such as empowerment, participation and choice, group work, experiential learning and the importance of relationship building – Jon Ord explains how the idea of curriculum can be used to communicate, legitimate and develop youth worth practice, as well as help to articulate its value and importance. The book includes a detailed and up-to-date analysis of the policy climate, looks at the implications of its focus on measurability and outcomes and discusses the impact of devolution in the UK on youth work practice. It contrasts dominant contemporary perspectives of youth and youth culture and argues that, rather than competing, ‘informal’ and ‘social’ education are twin aspects of an educational practice which must emphasises both individual development and wider social change. Youth Work Process and Practice is an essential read for all students of youth and community work and will also be an important reference for practising youth workers. |
| informal education conversation democracy and learning: Challenge and Change for the Early Years Workforce Vicky Duckworth, Gordon Ade-Ojo, 2014-11-27 This volume makes a timely contribution to our understanding of literacy as a multi-faceted, complexly situated activity. Each chapter provides the reader with a fresh perspective into a different site for literate behaviour, approaches, design and relationships, and offers an exploration into the use of literacy theories to inform policy and practice, particularly in regard to curriculum. Bringing together international experts in the field, the contributing authors represent a wide variety of theoretical and research perspectives which cover literacy in various forms, including: • transformative literacy • survey literacy • academic literacies • information literacy in the workplace • digital literacy. Landscapes of Specific Literacies in Contemporary Society suggests that literacy curriculum needs to evolve from its current perspective if it is to cater for the demands of the 21st century contemporary globalised society. The book will be of key interest to researchers and academics in the fields of education, curriculum studies and the sociology of education, as well as to policy makers and literacy specialists. |
| informal education conversation democracy and learning: Professional Development Sally J. Zepeda, 2013-10-02 This top-selling book will serve as the compass and road map to your school’s professional development journey. A comprehensive and authoritative resource you will go to again and again, this book helps guide principals, directors of professional development, school/district committees, and other leaders in creating an effective professional development program that moves ideas from knowledge to action. Topics include: Learning Communities Job-Embedded Learning Coaching Teacher Study Groups Critical Friends Lesson Study Portfolios And more! Additionally, this book features helpful case studies, useful forms and templates, sample agendas, and other invaluable resources for professional development. The second edition contains the following enhancements: Expanded coverage of job-embedded learning, which is a cost-effective way for administrators to enhance professional development with their staff More information on the theoretical grounding of professional development with applications that can be readily adapted for use in schools Updated references and figures to reflect newly published literature on the topics covered User-friendly tabs, so you can find and return to your favorite sections time after time |
| informal education conversation democracy and learning: Youth Work Practice Tony Jeffs, Mark K. Smith, 2010-01-06 A contemporary reflection on current practice, this book gets to the heart of what 'youth work' is about. It provides an in-depth overview and analysis of practice,addressing the many experiences of working with young people through insightful chapters written by practitioners themselves. |
| informal education conversation democracy and learning: Participatory Pedagogic Impact Research Mike Seal, 2018-06-14 Involvement of community partners in the structure and design of services is largely accepted in principle, but its practice is heavily contested. This book argues that the co-production of research is one of the best ways to involve community partners. As well as having intrinsic value in and of itself, research embeds a culture of learning, co-production and of valuing research within organizations. It also creates a mechanism for developing evidence for, monitoring and evaluating subsequent ideas and initiatives that arise from other co-production initiatives. The book makes a case for research to be a synthesis of participatory research, critical pedagogy, peer research and community organizing. It develops a model called Participatory Pedagogic Impact Research (PPIR). Participatory research is often criticized for not having the impact it promises. PPIR ensures that the issues chosen, and the recommendations developed, serve the mutual self-interest of stakeholders, are realistic and realizable. At the same time this approach pushes the balance of power towards the oppressed using methods of dissemination that hold decision makers to account and create real change. PPIR also develops a robust method for creatively identifying issues, methods and analytic frameworks. Its third section details case studies across Europe and the United States of PPIR in action with professional researchers’ and community partners’ reflections on these experiences. This book gives a unique articulation of what makes for genuinely critical reflective spaces, something underdeveloped in the literature. It should be considered essential reading for both participatory research academics and those involved in health and social care services in the planning, commissioning and delivery of services. |
| informal education conversation democracy and learning: Christian Youth Work in Theory and Practice Sally Nash, Jo Whitehead, 2014 Churches today face unique challenges as they seek to help young people engage with the Christian faith and youth workers, whether employed or volunteer, play a key role in supporting this process. This book provides a comprehensive overview of Christian youth work, drawing together practice, theory and theology in a format which is both engaging and informative. Serving as both a text and workbook, it brings together key youth ministry thinkers and grass-roots practitioners to explore significant themes and issues. It will be invaluable to those thinking about youth work at a strategic level as well as youth work practitioners. Each of the sixteen chapters is followed by a response written from a different perspective, modelling reflective practice and theological reflection. Topics covered include mission, church, adolescent identity, appropriate relationships, spiritual practices, youth culture, pastoral care, work with families, education, leadership and management, inclusive youth work, theology, lifelong learning, ethical dilemmas and the Kingdom of God. |
| informal education conversation democracy and learning: International Sports Volunteering Angela M. Benson, Nicholas Wise, 2017-04-21 Sport volunteering is becoming an increasingly popular motive for international travel. Many tourism organisations now advertise sport volunteering projects, with colleges and universities also offering students the opportunity to participate in similar projects abroad. This is the first book to bring together diverse and interdisciplinary insights into the development of the contemporary sport volunteering phenomenon. It addresses conceptual uncertainties and challenges emerging from the growing international sport volunteering market, and offers insight into its future directions, impact and sustainability. Drawing on both quantitative and qualitative methodologies, Part I examines volunteering in the context of international sporting events, while Part II evaluates volunteering initiatives related to sport development. Including case studies from Australia, Cameroon, Namibia, Norway, Russia, the UK, the US and Zambia, this substantial volume provides a truly international perspective on the changing roles of sport volunteering. Showcasing the latest research from across the globe, International Sports Volunteering is a valuable resource for any course on sport studies, sport event management, sport development, sport tourism, sport geography, the sociology of sport or leisure studies. |
| informal education conversation democracy and learning: Work with Young People Jason J Wood, Jean Hine, 2009-03-19 ′The book covers a fascinating range of theory, policy and practice research not covered elsewhere in one text. The editors are to be congratulated′ - Marian Charlton, Leeds Metropolitan University ′The book offers a broad overview of the issues and literature, and will be of immediate use. It enables students to bring themselves up to date with contemporary concerns and changes in the field of community and youth work′ - Jean Spence, University of Durham This authoritative text is a must-read for anyone working - or training to work - with young people. It considers how theory, policy and practice intersect and influence one another in today′s challenging and rapidly changing social, economic and political contexts. Offering a timely contribution to the debate, it covers key themes and developments, including: - how we understand the lives of young people - the principles that underpin work with young people - the policy and practice in a wide range of contexts, both national and international - the key concepts currently high on the policy and practice agenda. An essential companion for the professional training of youth workers, this core text will also be of interest and value to students in a wide range of fields such as education, criminology and youth justice, social work, sociology and social policy. |
| informal education conversation democracy and learning: Socially Just, Radical Alternatives for Education and Youth Work Practice Charlie Cooper, Sinéad Gormally, Gill Hughes, 2015-10-12 Challenging dominant discourses in neoliberal marketized societies about working with disconnected young people, this book argues that alternative, radical approaches to formal and informal education are necessary to challenge repressive practices, and to help build a more equal, socially-just society. |
| informal education conversation democracy and learning: Becoming Citizens Ross VeLure Roholt, Michael Baizerman, R. W. Hildreth, 2014-01-02 The decreasing rate of involvement in organized groups and with voting by young people is a disturbing trend that perhaps can be turned around. Becoming Citizens: Deepening the Craft of Youth Civic Engagement brings together civic education, experiential education, and political theory to provide a revealing multiple-perspective examination of the new alternative way of practice in the youth work field called civic youth work. This helpful resource bridges the theory of civic engagement with education, ground both in extensive data, and then discuss various youth civic engagement initiatives that battle apathy and effectively invite expanded involvement by young people. This title examines three different youth civic engagement initiatives, Public Achievement (PA), Youth in Government (YIG), and Youth Science Center (YSC). The book then discusses the initiatives from various perspectives, including the academic perspectives of educational theory, political theory, theories of youth, and vocation. This unique source offers multiple points-of-view and is designed to enrich both the theoretical and practical for practitioners and scholars—and provides a revealing and useful look at the available sources. This book is a valuable resource for secondary social studies teachers; school district curriculum coordinators; youth workers; university faculty in political theory, democratic theory, youth studies, child and youth care, recreational studies, public health, education, and social work; youth and community organizers; and program directors and managers in community-based youth services. This book was published as a special issue of Child and Youth Services. |
| informal education conversation democracy and learning: Integrating High Impact Educational Practices for Malaysia: A Handbook of Reflective Practice and Professional Development (UUM Press) Rosna Awang-Hashim, Mohammad Noman, 2023-02-20 High Impact Educational Practices (HIEPs) have been extensively tested as compelling pedagogies for university students from an array of backgrounds, especially for the underprepared, and those with limited opportunity for high-impact learning experiences. This handbook is written with our firm belief that while higher education practitioners around the world are focused on improving student outcomes, not many have access to a better understanding of the conceptual foundations, empirical research and best practices in student engagement and high impact educational pedagogies. In this book, we unpack the essential conceptual constructs around the notions of student engagement to encourage readers to purposefully add HIEPs to their pedagogical repertoire and engage in Scholarship of Teaching and Learning (SoTL) practices. |
| informal education conversation democracy and learning: Clinical and Professional Reasoning in Occupational Therapy Barbara A. Boyt Schell, John William Schell, 2008 This comprehensive textbook lets readers develop the strong theoretical and practical foundation needed for effective decision-making in occupational therapy. Emphasis on both clinical and professional reasoning gives readers the skills needed to make informed decisions as practitioners, managers, and educators. This textbook offers easy-to-follow explanations of current theories of clinical and professional reasoning, demonstrating their relevance to occupational therapy work. Thinking about Thinking quotes offer thought-provoking perspectives on reasoning. Case examples and learning activities demonstrate how reasoning is applied in various clinical and professional scenarios. Each chapter includes learning objectives and a key word list. Photographs, figures, and tables support reader understanding. |
| informal education conversation democracy and learning: Higher Education and Civic Engagement: International Perspectives Mr Iain Mac Labhrainn, Ms Lorraine McIlrath, 2012-11-28 This volume provides an original and powerful contribution to debates about the civic purpose of higher education. It suggests that universities can best realize their civic mission by making it central to their policy and practice. Bringing together researchers from three continents, the book offers an international perspective based primarily upon first-hand pedagogical experience. A transatlantic overview of the purpose, place and practice of one such pedagogy (service learning) is provided and its potential as a foundation for civic engagement assessed. In its last section the book moves from the theory of citizenship to practical considerations. In doing so, the book offers advice on establishing civic engagement to all those involved in teaching and learning within higher education. |
| informal education conversation democracy and learning: Philosophy and Community Amanda Fulford, Grace Lockrobin, Richard Smith, 2020-01-09 'Why should we care about philosophy?' Public philosophy, or 'doing philosophy' in the community, is an important and growing trend – revealed not only by the phenomenon of the Parisian philosophy café, but also the contemporary rise of multiple grassroots projects, for example the Philosophy in Pubs movement. This book is the first to offer academic examination of the theoretical contributions and practical applications of community philosophy. Bringing together voices from diverse contexts and subject areas, from activism and political action to religious environments, arts organisations and museums to maximum security prisons, this collection asks key questions about the point of making philosophy available for everyone: 'How do you “do philosophy” with the public?'; 'Is philosophy in the community the same as academic philosophy?'; 'Why is community philosophy important?' Including contributions from practitioners and researchers from professional philosophy, education, healthcare, and community philosophy, this collection offers perspectives on a growing area of study. It offers a timely and critical introduction to, and analysis of, what philosophy can be when grounded in socially-engaged activities. |
| informal education conversation democracy and learning: Transforming Exclusion Hannah Bacon, Wayne Morris, 2011-06-23 Transforming Exclusion is concerned with the interface between the study of religion & theology and issues surrounding exclusion. Religious beliefs can be important in shaping attitudes that can lead to the exploitation or marginalization of both humans and non-humans. At the same time, religious beliefs and practices have much to offer in transforming the world, creating a more equitable place for all who occupy it. At other times, the voices of members of religious communities are suppressed and marginalized by other more dominant religious or secular individuals or communities. This book addresses all of these aspects of social exclusion and aims to demonstrate that the study of theology and religion, in addressing religious communities and society more widely, have important contributions to make in creating a more just world. The issue of exclusion is engaged with from a range of different perspectives by scholars involved in fieldwork with religious communities, systematic, contextual and practical theologians, and practitioners involved in the preparation of individuals and groups for a range of ministries and professions. |
| informal education conversation democracy and learning: The Art of Helping Others Heather Smith, Mark K. Smith, 2008 When searching for someone to help them reflect upon and improve their lives, people tend to be drawn towards those who are compassionate, committed and wise. This book is aimed at those who recognise these qualities in themselves and wish to develop their capacity to engage with and help others. The authors argue for ways of approaching helping and counselling that are rooted in care and commitment, drawing upon the experiences and practice wisdom of youth workers, housing support and hostel workers, the clergy and those working in a religious setting, educators and settlement and community workers. They explore the key characteristics of those who counsel and teach and examine aspects of the helping process, focusing on living life well, knowing and being oneself, relating to others and working to make change possible. This book will be essential reading for students on professional training programmes in youth work, community education, ministry, social care and counselling. |
| informal education conversation democracy and learning: Foundations of Educational Leadership Jeffrey S. Brooks, Anthony H. Normore, 2017-09-07 Foundations of Educational Leadership provides a fresh and research-based perspective on educational leadership, exploring 10 specific aspects of ‘glocalization’ in which educational leaders must be literate in order to establish and sustain relevant and useful educational experiences for students in their schools. In addition to covering traditional concepts such as culture, instructional leadership, professional ethics, and politics, well-known authors Brooks and Normore also introduce several conventionally neglected, cutting edge concepts like spirituality, holistic health, and information leadership. This important book emphasizes how a framework of learning, literacy, leadership, and reflection is critical to the preparation and practice of educational leaders. Foundations of Educational Leadership ensures aspiring and practicing leaders will be prepared to influence processes and outcomes for creating a more just and equitable environment for all students. Key Features: Each chapter focuses on what leaders need to learn, the concepts with which they need to be literate, how to lead in the area, and aspects on which they should reflect. Discussion sections at the end of each chapter include prompts, questions, and activities suited for engaging ideas, alone, or with classmates. An eResource features additional resources and video content. |
| informal education conversation democracy and learning: Thinking Community Music Lee Higgins, 2024-10-11 Thinking Community Music explores critical questions concerning community music practice and theory with emphasis on intervention, hospitality, pedagogy, social justice, inclusion, cultural democracy, music, research, and future possibilities. The book encourages questioning, reflection, and dialogue. Shaped as provocations and presented as eight stand-alone essays, each 'think piece' comprises of critical questions, concrete illustrations of practice, theoretical explorations, and reflective discussion. Flanked by a historical map and a closing statement, the book provides a springboard for conceptual interrogation about participatory music-making. Supported by the lineage of poststructural philosophy, ideas emulating from Derrida and Deleuze frames conceptual interrogation about community music practices and the broader parameters of social-cultural music-making and music teaching and learning. As a vital part of the music ecology, community music is a distinctive field and a critical lens to view other musical practices and the various political and cultural policies that frame them. |
| informal education conversation democracy and learning: Extended Education from an International Comparative Point of View Marianne Schüpbach, Nanine Lilla, 2019-07-19 The WERA-IRN conference Extended Education from an International Comparative Point of View held at University of Bamberg, Germany, in 2017 aimed at bringing together different research perspectives, to synthesize the state of research worldwide in this new field of extended education – afterschool and out-of-school time learning –, and to initiate an international research direction from a comparative point of view. WERA-IRN Extended Education is an International Research Network of the World Education Research Association. From the conference proceedings, thirteen high-quality papers have been selected representing the international state of research on extended education. |
| informal education conversation democracy and learning: The Role of Social Science in the Education of Professional Practitioners John Astley, 2018-09-27 The Role of Social Science in the Education of Professional Practitioners explores the inter-relation between the social sciences and professional practice, particularly in areas of health and social welfare, and the form that professional education takes. The key issue of who provides for our health and welfare needs in the community is considered, as are the values and education that drive those people to give service in society, and how those professionals can come to a full and open understanding of their role. It focuses on the value orientation, identity development and sense of self that will enable practitioners to develop their understanding of clients’ needs in the community. The book is divided into chapters that consider the educational and learning theories that underpin professional education, and how those ideas have shaped the development of the curriculum for professional practice education. Astley provides an in-depth discussion of the nature of professional roles, and how the making and taking of those roles is historically influenced by politics and policy making. The nature and dynamics of the communities in which we live, including who has power, is addressed, with special reference to how the health and social welfare needs of citizens in those communities is assessed, planned for, and provided. This book will be vital reading for academics and professionals in the fields of health and social care professions’ education, social and behavioural sciences, higher education, professional development and identity formation. |
| informal education conversation democracy and learning: Public Space and Relational Perspectives Chiara Tornaghi, Sabine Knierbein, 2014-12-05 Traditional approaches to understand space tend to view public space mainly as a shell or container, focussing on its morphological structures and functional uses. That way, its ever-changing meanings, contested or challenged uses have been largely ignored, as well as the contextual and on-going dynamics between social actors, their cultures, and struggles. The key role of space in enabling spatial opportunities for social action, the fluidity of its social meaning and the changing degree of publicness of a space remain unexplored fields of academic inquiry and professional practice. Public Space and Relational Perspectives offers a different understanding of public spaces in the city. The aim of the book is to (re)introduce the lived experiences in public life into the teaching curricula of those academic disciplines which deal with public space and the built environment, such as architecture, planning and urban design, as well as the social sciences. The book presents conceptual, practical and research challenges and brings together findings from activists, practitioners and theorists. The editors provide eight educational challenges that educators can endorse when training future practitioners and researchers to accept and to engage with the social relations that unfold in and through public space. Cover image: KARO* |
| informal education conversation democracy and learning: E-Learning, E-Education, and Online Training Giovanni Vincenti, Alberto Bucciero, Carlos Vaz de Carvalho, 2014-12-01 This book constitutes the thoroughly refereed post-conference proceedings of the First International Conference on E-Learning, E-Education, and Online Training (eLEOT 2014) held in Bethesda, MD, USA, in September 2014. The 22 revised full papers presented were carefully reviewed and selected from numerous submissions and focus topics such as web based tools, augmented reality, mobile learning, teaching frameworks and platforms, virtual learning environments. |
| informal education conversation democracy and learning: Working with Diversity in Youth and Community Work Sangeeta Soni, 2011-09-09 This book focuses on the nature of cross-cultural practice, an inevitable aspect of working as a youth and community worker in multicultural Britain today. It enables students to understand how cross-cultural dynamics can set the tone of their relationships with their clients and helps them to understand how individual action and some processes in society can contribute to the marginalisation of others. This book looks at the processes involved in the everyday relationships forged through practice and how these can inadvertently influence the dynamics of oppression through lack of self-awareness or lack of awareness of ′others′ in society. |
| informal education conversation democracy and learning: Participatory Evaluation in Youth and Community Work Susan Cooper, 2017-12-11 Evaluation is an essential element of professional practice. However, there is little in the literature that is designed to help students involve and support young people in evaluating the impact of youth work activities. This comprehensive book explores current thinking about evaluation in the context of youth work and community work and offers both theoretical understanding and practical guidance for students, practitioners, organisational leaders and commissioners. Part 1 provides underpinning knowledge of the origins, purpose and functions of evaluation. It charts the developments in evaluation thinking over the past 50 years, and includes an exploration of ‘theory of change’. Concepts such as impact, impact measurement and shared measurement are critically examined to illustrate the political nature of evaluation. Findings from empirical research are used to illuminate the challenges of applying a quasi-experimental paradigm of evaluation of youth and community work. Part 2 introduces the reader to participatory evaluation and presents an overview of the histories, rationale and underpinning principles. Empowerment evaluation, collaborative evaluation and democratic evaluation are examined in detail, including practice examples. Transformative Evaluation, an approach specifically designed for youth and community work, is presented. Part 3 focuses on the ‘doing’ of participatory evaluation and offers guidance to those new to participatory evaluation in youth and community work and a helpful check for those already engaging. It provides valuable information on planning, methods, data and data analysis and processes for sharing knowledge. This essential text will enable the reader to reconstruct evaluation as a tool for learning as well as a tool for judging value. It provides a comprehensive reference, drawing on a wide range of literature and practice examples to support those involved in youth and community work to develop and implement participatory approaches to evaluating and communicating the meaning and value of youth and community work to a wider audience. |
| informal education conversation democracy and learning: Enabling Critical Pedagogy in Higher Education Mike Seal, Alan Smith, 2025-02-28 An introduction to critical pedagogy for all those working within higher education. Critical Pedagogy is an approach that is fundamentally democratic, informal, non-hierarchical, determined by participants, privileges the oppressed and their perspectives and is committed to action. Higher education (HE), conversely, is often un-democratic, formal, hierarchical, determined by tutors and national bodies, re-inscribes existing privileges and is distant from lived experience. The book starts from the premise that critical pedagogies are possible in HE, while recognising the tensions to be ameliorated in trying to enact them. It re-examines the concept and explores its practical application at an institutional level, within the curriculum, within assessment, through learning and teaching and in the spaces in-between. The Critical Practice in Higher Education series provides a scholarly and practical entry point for academics into key areas of higher education practice. Each book in the series explores an individual topic in depth, providing an overview in relation to current thinking and practice, informed by recent research. The series will be of interest to those engaged in the study of higher education, those involved in leading learning and teaching or working in academic development, and individuals seeking to explore particular topics of professional interest. Through critical engagement, this series aims to promote an expanded notion of being an academic – connecting research, teaching, scholarship, community engagement and leadership – while developing confidence and authority. |
| informal education conversation democracy and learning: Developing Adult Literacy Juliet McCaffery, Juliet Merrifield, Juliet Millican, 2007 This book will help those who plan and develop literacy initiatives; using case studies from literacy programmes in many countries including Egypt, India, Indonesia, Mali, Nigeria, the Philippines and Uganda, it demonstrates the importance of literacy, its power to improve lives, and the role literacy plays in social and economic development. |
| informal education conversation democracy and learning: Rethinking Secondary Education Scherto Gill, Garrett Thomson, 2014-01-14 'This is a timely, accessible and engaging book of considerable intellectual stature, bold imagination and practical wisdom. Not only does it develop penetrating, elegant analyses of what is wrong with current state controlled and alternative approaches to contemporary education, it also offers imaginative, practical suggestions for a more fulfilling, human centred alternative.' Professor Michael Fielding, Institute of Education, University of London, UK. 'With great sensitivity and force, and in wonderfully clear prose, Scherto Gill and Garrett Thomson explore some fundamental questions about what we want from our education system and what we can expect from it. [...] It is highly recommended for all who are interested in education, whether from a more theoretical point of view or from a more practical point of view' Professor Adrian W. Moore, Faculty of Philosophy, University of Oxford, UK. Could we have a system of secondary education that provides alternatives to the current mainstream schooling and its emphasis on exams, learning outcomes and the delivery of a fixed curriculum? How could such a system focus on both human and educational values? How could secondary education combine the personal development of students with good academic standards? In response to these questions, Gill and Thomson have written a new, cutting-edge text aimed at all those involved in the study of education or teacher training. Rethinking Secondary Education explores, debates and critiques new and alternative approaches to teaching young people today. The book discusses a 'human-centred' approach to curriculum, pedagogy, assessment and the culture of schools and colleges. It is grounded in theory and empirical research, discussing the need for a curriculum for the future, bridging a gap between mainstream and alternative education. It also offers practical guidance on how these ideas can be put into practice, making it an ideal resource for trainee teachers, experienced practitioners and students of education alike. Key features of the text: A balanced approach, comparing and contrasting both traditional and alternative approaches to education Strong grounding in theory and research The inclusion of young people's perspectives and 'voices' on their education and on being an adolescent Links to practice - showing how the theory and research can actually be put into practice to bring about change |
| informal education conversation democracy and learning: Mapping the Moral Geographies of Education Sarah Mills, 2021-09-28 This book explores the growth of ‘character education’ in schools and youth organisations over the last decade. It delves into historical and contemporary debates through a geopolitical lens. With a renewed focus on values and virtues such as grit, gumption, perseverance, resilience, generosity, and neighbourliness, this book charts the re-imagining and re-fashioning of a ‘character agenda’ in England and examines its multiscalar geographies. It explores how these moral geographies of education for children and young people have developed over time. Drawing on original research and examples from schools, military and uniformed youth organisations, and the state-led National Citizen Service, the book critically examines the wider implications of the ‘character agenda’ across the UK and beyond. It does so by raising a series of questions about the interconnections between character, citizenship, and values and highlighting how these moral geographies reach far beyond the classroom or campsite. Offering critical insights on the roles of character, citizenship and values in modern education, this book will be of immense value to educationists, teachers and policymakers. It will appeal students and scholars of human geography, sociology, education studies, cultural studies and history. |
| informal education conversation democracy and learning: Under construction Miguel Angel García López, Peter Merry, Council of Europe. Directorate of Youth and Sport, 2003-01-01 T-Kits ( = Training kits) are a product of the Partnership Agreement on European Youth Worker Training run by the CoE and the European Communities Commission |
| informal education conversation democracy and learning: Interprofessional Working in Health and Social Care Judith Thomas, Katherine Pollard, Derek Sellman, 2014-03-19 There will always be a need for professionals to work collaboratively if they are to provide the highest standard of care. Interprofessional working encourages practitioners to understand the roles of other professionals and to learn from each other, as well as from service users and carers, to ensure the full benefit of this collaboration is realised. It is an essential element of both education and practice for today's professionals. Interprofessional Working in Health and Social Care discusses the rationale, skills and conditions required for interprofessional working. In addition, it provides an overview of the roles and perspectives of different health professionals across a broad range of expertise: education, housing, medicine, midwifery, nursing, occupational therapy, physiotherapy, police, probation, radiography, social work and youth work. The second edition: - Offers a broad variety of case studies from a range of fi elds and settings - Includes a new chapter dedicated to interprofessional working with service users and carers - Looks forward, offering brand new content on new and emerging roles such as specialist paramedics and approved mental health practitioners This book is a valuable tool for students and practitioners across the health and social care discipline, employing engaging case studies and reflective activities to support learning about interprofessional and interagency collaboration. Erratum: please note the term 'Approved Mental Health Practitioner' has been used in error, instead of 'Approved Mental Health Professional'. This will be corrected as soon as possible on the next reprint and the e-book version has been corrected. |
| informal education conversation democracy and learning: The Value of an Archaeological Open-air Museum is in Its Use Roeland Paardekooper, 2012 There are about 300 archaeological open-air museums in Europe, which do more than simply present (re)constructed outdoor sceneries based on archaeology. They have an important role as education facilities and many showcase archaeology in a variety of ways. This research assesses the value of archaeological open-air museums, their management and their visitors, and is the first to do so in such breadth and detail. After a literature study and general data collection among 199 of such museums in Europe, eight archaeological open-air museums from different countries were selected as case studies. Management and visitors have different perspectives leading to different priorities and appreciation levels. The studies conclude with recommendations, ideas and strategies which are applicable not just to the eight archaeological open-air museums under study, but to any such museum in general. The recommendations are divided into the six categories of management, staff, collections, marketing, interpretation and the visitors. |
INFORMAL Definition & Meaning - Merriam-Webster
The meaning of INFORMAL is marked by the absence of formality or ceremony. How to use informal in a sentence.
INFORMAL Definition & Meaning - Dictionary.com
without formality or ceremony; casual. an informal visit. not according to the prescribed, official, or customary way or manner; irregular; unofficial. informal proceedings. suitable to or …
INFORMAL | English meaning - Cambridge Dictionary
INFORMAL definition: 1. not formal or official: 2. (of clothing, behaviour, speech) suitable when you are with friends…. Learn more.
Informal - definition of informal by The Free Dictionary
informal - having or fostering a warm or friendly and informal atmosphere; "had a cozy chat"; "a relaxed informal manner"; "an intimate cocktail lounge"; "the small room was cozy and intimate"
INFORMAL definition and meaning | Collins English Dictionary
Informal speech or behaviour is relaxed and friendly rather than serious, very correct, or official. She is refreshingly informal. His friend was less good-looking, but a lot more informal and …
What does informal mean? - Definitions.net
Jun 25, 2016 · Informal refers to anything casual, relaxed, or not adhering to strict rules, procedures or standards, usually used in the context of communication, language, dress code, …
informal adjective - Definition, pictures, pronunciation and usage ...
Definition of informal adjective in Oxford Advanced Learner's Dictionary. Meaning, pronunciation, picture, example sentences, grammar, usage notes, synonyms and more.
Informal - Definition, Meaning & Synonyms - Vocabulary.com
If something’s informal, it’s casual and relaxed and doesn’t follow any particular rules or conventions, whether that's a style of writing, or the dress code for your dinner party.
Informal Definition & Meaning | Britannica Dictionary
INFORMAL meaning: 1 : not formal: such as; 2 : having a friendly and relaxed quality
INFORMAL | definition in the Cambridge Learner’s Dictionary
INFORMAL meaning: 1. relaxed and friendly: 2. suitable for normal situations: . Learn more.
INFORMAL Definition & Meaning - Merriam-Webster
The meaning of INFORMAL is marked by the absence of formality or ceremony. How to use informal in a sentence.
INFORMAL Definition & Meaning - Dictionary.com
without formality or ceremony; casual. an informal visit. not according to the prescribed, official, or customary …
INFORMAL | English meaning - Cambridge Dictionary
INFORMAL definition: 1. not formal or official: 2. (of clothing, behaviour, speech) suitable when you are with …
Informal - definition of informal by The Free Dictiona…
informal - having or fostering a warm or friendly and informal atmosphere; "had a cozy chat"; "a relaxed informal manner"; "an intimate cocktail …
INFORMAL definition and meaning | Collins English Dict…
Informal speech or behaviour is relaxed and friendly rather than serious, very correct, or official. She is refreshingly informal. His friend was less good …
