Educating Informal Educators on Issues of Race and Inequality: Raising Critical Consciousness, Identifying Challenges, and Implementing Change in a Youth and Community Work Programme

Autor/inn/en	Achilleos, Jess; Douglas, Hayley; Washbrook, Yasmin
Titel	Educating Informal Educators on Issues of Race and Inequality: Raising Critical Consciousness, Identifying Challenges, and Implementing Change in a Youth and Community Work Programme
Quelle	In: Education Sciences, 11 (2021), Artikel 410 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Racial Bias; Ethnicity; Social Justice; College Students; Foreign Countries; Social Change; Consciousness Raising; Barriers; Critical Theory; Race; Youth Programs; Critical Thinking; Higher Education; Informal Education; College Faculty; Whites; Minority Group Students; Equal Education; United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Racial discrimination; Rassismus; Ethnizität; Soziale Gerechtigkeit; Collegestudent; Ausland; Sozialer Wandel; Bewusstseinsbildung; Kritische Theorie; Rasse; Abstammung; Jugendsofortprogramm; Kritisches Denken; Hochschulbildung; Hochschulsystem; Hochschulwesen; Informelle Bildung; Nichtformale Bildung; Fakultät; White; Weißer
Abstract	The debate regarding institutional racism and White privilege within higher education (HE) remains prevalent, and higher education institutions (HEIs) are not exempt from the racial equality debate. Youth and Community Work is underpinned by anti-oppressive practice, highlighting a need to educate informal educators on the structural underpinnings of Race and inequality, so that they can be challenged in practice to bring about social change. For Youth and Community Workers, this is primarily done through informal education and critical pedagogy. The research aimed to unearth race inequality within the Youth and Community Work programme at Wrexham Glyndwr University (WGU). Critical reflection methodology was used to deconstruct departmental processes of recruitment, learning and assessment, student voice, and support. Research data was analysed using thematic analysis, determining three themes: critical consciousness, challenge, and change. These are discussed within the framework of Critical Race Theory and critical pedagogy. The research concludes that oppression, and therefore inequality, occurs in the Youth and Community Work programme. Further reading of issues reported in HEIs across the United Kingdom shows that more analysis and deconstruction is needed through CRT. Educating informal educators on issues of race and inequality to raise critical consciousness is one way this can be achieved. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01