我现在想在屋顶上大喊[......]还有其他途径":年轻人从共同设计的中学后过渡计划中学到了什么

Juliana Ryan, Carla Luguetti, Bill Eckersley, Amy Howard, Chloe Hansen, Chloe Ford, Sarah Craig, Claire Brown
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引用次数: 0

摘要

本文采用 "过渡即成为 "的框架,探讨青少年在参与一项由青少年共同设计的中学后过渡项目中学到了什么。这项为期 9 周的青年参与式行动研究(YPAR)涉及 6 名工作人员合作者(SCs)和 7 名青年合作者(YCs)。数据包括每周小组会议的记录、小组访谈、反思以及规划文件、图形组织器和写作等人工制品。我们通过两个主题来讨论研究结果,这两个主题是我们作为一个由青年志愿者和社区志愿者组成的团队共同确定的。第一个主题代表了青少 年如何意识到中学毕业后的生活是一个多元、多变的过程,并将这种理解表达出来。第二部分描述并探讨了青少 年如何变得更加自信和有能力,显示了批判意识、反思和行动在寻求转变过程中的重要 性。我们的结论是,将过渡概念化为 "成为"(Becoming)能够让我们共同理解我们共同构建人生经历和方向的不同方式。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

‘I want to scream it from the rooftops now […] there are other pathways’: What young people learned from a co-designed post-secondary transition programme

‘I want to scream it from the rooftops now […] there are other pathways’: What young people learned from a co-designed post-secondary transition programme

This paper uses the framework of transition as becoming to explore what young people learned from participating in a post-secondary transition program that was co-designed by young people. The 9-week youth participatory action research (YPAR) involved six staff collaborators (SCs) and seven youth collaborators (YCs). Data comprised recordings of weekly group meetings, group interviews, reflections and artefacts such as planning documents, graphic organisers and writing. We discuss the findings using two themes that we identified together as a team of YCs and SCs. The first represents how YCs became aware of and vocalised understandings of life after secondary school as a diverse and fluid process. The second describes and interrogates how YCs became more confident and empowered, showing the importance of critical consciousness, reflection and action in seeking transformation. We conclude that conceptualising transition as becoming enables us to collectively make sense of the diverse ways we co-construct life experiences and directions.

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