Socio-educational support in exercising citizenship: analysis of an out-of-school programme with adolescents

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Ethnography and Education Pub Date : 2023-01-02 DOI:10.1080/17457823.2023.2186738

Janire Fonseca Peso, C. Maiztegui-Oñate, Rosa María Santibáñez Grüber

引用次数: 0

Abstract

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.

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行使公民权的社会教育支持：对青少年校外方案的分析

摘要本文旨在分析教育工作者在针对12至18岁青少年的校外教育计划中使用的教育策略。采用人种学方法，通过参与者在七个方案地点的观察收集数据，参与者在这些地点承担不同级别的责任。“青年-成年人伙伴关系”是一个分析框架，它涉及不同年龄段的人共同努力，以激发他们环境的变化。主要结果显示，在不同的地点使用了类似的策略，尤其包括建立信任和支持关系，让参与者在决策过程中有发言权，以及发展批判性思维。然而，任务的类型、花费的时间以及关系的一致性似乎是选择鼓励参与和决策的具体战略的关键因素。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Ethnography and Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.80

自引率

0.00%

发文量

期刊介绍： Ethnography and Education is an international, peer-reviewed journal publishing articles that illuminate educational practices through empirical methodologies, which prioritise the experiences and perspectives of those involved. The journal is open to a wide range of ethnographic research that emanates from the perspectives of sociology, linguistics, history, psychology and general educational studies as well as anthropology. The journal’s priority is to support ethnographic research that involves long-term engagement with those studied in order to understand their cultures, uses multiple methods of generating data, and recognises the centrality of the researcher in the research process. The journal welcomes substantive and methodological articles that seek to explicate and challenge the effects of educational policies and practices; interrogate and develop theories about educational structures, policies and experiences; highlight the agency of educational actors; and provide accounts of how the everyday practices of those engaged in education are instrumental in social reproduction.