Youth Activism and Education across Contexts: Towards a Framework of Critical Engagements

Autor/inn/en	Peterson, Andrew; Evans, Mark; Fülöp, Martá; Kiwan, Dina; Sim, Jasmine B. -Y.; Davies, Ian
Titel	Youth Activism and Education across Contexts: Towards a Framework of Critical Engagements
Quelle	In: Compare: A Journal of Comparative and International Education, 52 (2022) 7, S.1088-1106 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Davies, Ian)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2020.1850237
Schlagwörter	Foreign Countries; Youth; Activism; Civics; Student Attitudes; Educational Benefits; Self Concept; Self Efficacy; Student Motivation; Student Participation; Citizenship Education; Reflection; Australia; Canada; United Kingdom (England); Hungary; Lebanon; Singapore + Suchen Sie Ihr Suchwort? Ausland; Jugend; Jugendlicher; Jugendalter; Aktivismus; Politischer Protest; Staatsbürgerkunde; Schülerverhalten; Bildungsertrag; Selbstkonzept; Self-efficacy; Selbstwirksamkeit; Schulische Motivation; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Australien; Kanada; Ungarn; Libanon; Singapur
Abstract	In this paper, we discuss core ideas arising from research undertaken in a Leverhulme Trust (IN2016-002) funded international network project. The project examined youth activism, engagement and the development of new civic learning spaces within and across six countries (Australia, Canada, England, Hungary, Lebanon and Singapore). Arising from interactions with activists and educators and by reviewing literature, we argue that four areas are important for assisting a critical analysis of the fundamental complexities that researchers, teachers, youth workers and youth themselves, are grappling with within and through their activism. These areas that address ways of characterising and developing the relationship between education and activism focus on: engagement with context; engagement with meaning; engagement with diversity; and engagement in reflexivity. We do not present these areas as a simplistic typology; each involves complexities that cannot be easily or readily resolved. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01