RadioActive101-Learning through Radio, Learning for Life: An International Approach to the Inclusion and Non-Formal Learning of Socially Excluded Young People

Autor/inn/en	Ravenscroft, A.; Dellow, J.; Brites, M. J.; Jorge, A.; Catalão, D.
Titel	RadioActive101-Learning through Radio, Learning for Life: An International Approach to the Inclusion and Non-Formal Learning of Socially Excluded Young People
Quelle	In: International Journal of Inclusive Education, 24 (2020) 9, S.997-1018 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ravenscroft, A.) ORCID (Brites, M. J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2018.1503739
Schlagwörter	Inclusion; Internet; Radio; Nonformal Education; Foreign Countries; Cultural Differences; Program Effectiveness; Skill Development; Self Efficacy; Self Esteem; Technology Uses in Education; Access to Education; Youth; Youth Programs; At Risk Persons; Disabilities; Low Income Groups; United Kingdom; Portugal + Suchen Sie Ihr Suchwort? Inklusion; Non-formal education; Non formal education; Nichtformale Bildung; Ausland; Kultureller Unterschied; Kompetenzentwicklung; Qualifikationsentwicklung; Self-efficacy; Selbstwirksamkeit; Self-esteem; Selbstaufmerksamkeit; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Education; Access; Bildung; Zugang; Bildungszugang; Jugend; Jugendlicher; Jugendalter; Jugendsofortprogramm; Risikogruppe; Handicap; Behinderung; Großbritannien
Abstract	This article describes an original international approach to inclusion and non-formal learning of socially excluded young people, through participatory internet radio - RadioActive101. First, we critically discuss the social and digital exclusion of young people. We then describe our approach - that includes participatory action research methods that are influenced by the work of Dewey and Freire, and operate as a process of complex intervention. This supports the inclusive co-production of radio content in ways that support non-formal learning in two EU contexts -- the UK and Portugal. We then summarise and compare a qualitative investigation of RadioActive101. This showed positive results, with important similarities and differences between the two contexts. Participants reported that RadioActive101 was motivating and contributed to the development of contemporary skills, and also stimulated improvements in psychosocial dimensions such as confidence (self-efficacy) and self-esteem. This investigation informed the development of an original recognition system for non-formal learning that maps EU Key Competences for Lifelong Learning to radio practices and activities that are recognised through electronic badges. Our reflections emphasise that in order to support the non-formal learning of socially excluded young people we must foreground our attention to fostering psychosocial dimensions alongside developing contemporary competences. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01