Socio-Educational Support in Exercising Citizenship: Analysis of an Out-of-School Programme with Adolescents

Autor/inn/en	Fonseca Peso, Janire; Maiztegui-Oñate, Concepción; Santibáñez Grüber, Rosa María
Titel	Socio-Educational Support in Exercising Citizenship: Analysis of an Out-of-School Programme with Adolescents
Quelle	In: Ethnography and Education, 18 (2023) 1, S.21-37 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fonseca Peso, Janire) ORCID (Maiztegui-Oñate, Concepción) ORCID (Santibáñez Grüber, Rosa María)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745 -7823
DOI	10.1080/17457823.2023.2186738
Schlagwörter	Adolescents; Citizenship Education; Citizen Participation; Educational Strategies; Youth Programs; Change Strategies; Critical Thinking; Trust (Psychology); Participative Decision Making; Extracurricular Activities; Social Justice; Interpersonal Relationship; Adults; Cooperation; Thinking Skills + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Lehrstrategie; Jugendsofortprogramm; Lösungsstrategie; Kritisches Denken; Außerunterrichtliche Aktivität; Soziale Gerechtigkeit; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Co-operation; Kooperation; Denkfähigkeit
Abstract	The aim of this article is to analyse the educational strategies used by educators in out-of-school educational programmes for young people between 12 and18 years old. Taking an ethnographic approach, data collection was carried out through participant observation at seven programme sites where the participants assumed different levels of responsibility. The 'youth-adult partnership', which involves people of different ages working together to spark changes in their environment, was used as an analytical framework. The main results showed the use of similar strategies across the different sites, notably including the establishment of relationships of trust and support, giving participants a voice in decision-making processes, and developing critical thinking. However, the type of task, the time spent on it and consistency in relationships seemed to be key factors in choosing specific strategies that encouraged involvement and decision-making. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01