A Capability Pedagogy for Excluded Youth: Fostering Recognition and Imagining Alternative Futures

Autor/in	DeJaeghere, Joan
Titel	A Capability Pedagogy for Excluded Youth: Fostering Recognition and Imagining Alternative Futures
Quelle	In: Education, Citizenship and Social Justice, 16 (2021) 2, S.99-113 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (DeJaeghere, Joan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1746-1979
DOI	10.1177/1746197919886859
Schlagwörter	At Risk Persons; Foreign Countries; Dropouts; Equal Education; Access to Education; Role of Education; Social Justice; Secondary Education; Nonformal Education; Program Effectiveness; Reentry Students; Vocational Education; Social Bias; Racial Bias; Educational Practices; Tanzania; Uganda + Suchen Sie Ihr Suchwort? Risikogruppe; Ausland; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Education; Access; Bildung; Zugang; Bildungszugang; Bildungsauftrag; Soziale Gerechtigkeit; Sekundarbereich; Non-formal education; Non formal education; Nichtformale Bildung; Zweiter Bildungsweg; Ausbildung; Berufsbildung; Racial discrimination; Rassismus; Bildungspraxis; Tansania
Abstract	Out-of-school youth are often characterized as at risk, idle, or troublemakers and are essentially excluded from being citizens of their societies. In Tanzania and Uganda, where this study took place, youth who have not completed their secondary education are excluded from further education and formal work and are often not considered members of their community. This article puts forward capabilities and capability-enhancing pedagogies for formal and non-formal education settings that aim to foster greater inclusion and equality for such youth. Drawing on a 5-year study of youth in Tanzania and Uganda, the article identifies two capabilities, recognition and imagining alternative futures, that can be fostered through educational practices. Educational practices that change unjust social structures and relations are described, illustrating how they go beyond both capabilities that are individually focused, and critical pedagogy's emphasis on raising awareness of social injustices, but not necessarily resulting in social changes. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01