Social Action Learning: Applicability to Comrades in Adversity in Nigeria

Autor/inn/en	Ogun, Adrian; Braggs, Reginald; Gold, Jeff
Titel	Social Action Learning: Applicability to Comrades in Adversity in Nigeria
Quelle	In: Action Learning: Research and Practice, 17 (2020) 1, S.84-99 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-7333
DOI	10.1080/14767333.2020.1712848
Schlagwörter	Foreign Countries; Active Learning; Terrorism; College Preparation; Learner Engagement; Self Esteem; Social Development; Emotional Development; Victims of Crime; Social Bias; Females; English (Second Language); Language Skills; Secondary Education; Nigeria + Suchen Sie Ihr Suchwort? Ausland; Aktives Lernen; Terrorismus; Self-esteem; Selbstaufmerksamkeit; Soziale Entwicklung; Gefühlsbildung; Victim; Victims; Crime; Opfer; Verbrechen; Weibliches Geschlecht; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Sprachkompetenz; Sekundarbereich
Abstract	The paper considers the learning of former abductees in Nigeria who enrolled on the New Foundation School University Preparatory (NFSUP) programme at the American University of Nigeria (AUN). The research question is: Can action learning enable a holistic evaluation of the student learning experiences of former terrorist abductees on a university preparatory programme at the AUN? The methodology employed is based on the praxeology of action learning, combined with grounded theory. Literature relating to abduction, stigmatisation and exclusion are considered along with coverage of the Boko Haram abduction of Chibok school girls in Nigeria. Findings show action learning enables student engagement, promotes confidence, encourages social and emotional learning and provides a forum for feedback from NFSUP students. This paper could also be relevant for preparatory and transformational courses in a wider community that includes refugees, internally displaced persons, child soldiers, teenage victims of trafficking and sexual grooming. Action learning probably enables a more holistic evaluation of student learning than Course Experience Questionnaires. A hybrid of both approaches should be considered by educational institutions as an assessment tool. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01