|
developing youth work, chapter 5: beyond social education @ the informal education archives (7496 words) |
 | For instance, social education was pictured as a process through life, that was not tied to the attainment of some fixed state such as maturity, but to the process of development, that was concerned with both individual and collective growth, and that could be mutual and not linked to adults doing things for young people. |
| Social education seemed to be a convenient vehicle for the encouragement of educational as against recreational provision, and for the development of practice which accorded young people respect and power. |
| The fact that social education is not [page 103] examined, is seen to be non-academic, lacks resources and is often staffed by a rag bag of teachers from other subject areas means that it is viewed as peripheral and low-grade by young people, their parents and by the staff themselves. |
| thoby miller: across the great divide: creating partnerships in education (6639 words) |
| This model of social education is one that aims to enable individuals within communities to regain a level of control over their learning and is based on the fundamental principles of democracy, equality and dialogue. |
| Social education practice in Scandinavia provides a useful example of this, emphasising as it does, the importance of an equal and on-going dialogue between students and educators, with learning seen as an active process, enabling students to gain a greater understanding of themselves and others. |
| It is as unhelpful to overlook the personal and social needs of ‘high achievers’ as it is those who experience more difficulties succeeding in formal contexts, even though informal support is most urgently needed for those young people who have become disengaged from or disheartened by their experiences of formal education. |
Feeds |
Contact