Youth Activism, Engagement and the Development of New Civic Learning Spaces: Issues about Impact

Autor/inn/en	Davies, Ian; Kiwan, Dina; Evans, Mark; Peterson, Andrew; Fülöp, Márta; Sim, Jasmine
Titel	Youth Activism, Engagement and the Development of New Civic Learning Spaces: Issues about Impact
Quelle	In: Journal of Social Science Education, 19 (2020) 2, S.96-105 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1618-5293
Schlagwörter	Foreign Countries; Activism; Citizenship Education; Universities; Social Sciences; Educational Research; Educational Quality; Youth; Outcomes of Education; Educational Development; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Aktivismus; Politischer Protest; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; University; Universität; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Bildungsforschung; Pädagogische Forschung; Quality of education; Bildungsqualität; Jugend; Jugendlicher; Jugendalter; Lernleistung; Schulerfolg; Bildungsentwicklung; Großbritannien
Abstract	Purpose: We develop a positive but critical appreciation of the nature and meaning of impact as current constituted as UK universities prepare for the government-led evaluation of research quality in REF2021. Methodology: We describe and then discuss impact (generally, and then specifically in relation to one recently completed project). That project was funded by the Leverhulme Trust and titled Youth activism, engagement and the development of new civic learning spaces (see:https://www.york.ac.uk/education/research/cresj/researchthemes/ citizenship-education/leverhulmeyouthactivism/). Findings: Currently, there is potential for corporate arguments about impact to have a negative effect on UK universities. It would be preferable to consider impact in relation to general arguments about strengthening societal culture by generating greater respect for knowledge and clarifying its relationship with society; and by knowledge based arguments in that a specific evaluation of impact would allow us to know more about the nature of the research-practice interface. (As Provided).
Anmerkungen	Journal of Social Science Education. Bielefeld University Faculty of Sociology, Universitätsstraße 25, 33615 Bielefeld, Germany. Tel: +49-521-106-3985; Fax: +49-521-106-153986; e-mail: info@jsse.org; Web site: http://www.jsse.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01