This paper aims to review global adolescent empowerment programmes and develops and proposes a model that can be used with vulnerable adolescents. The model reflects…
This paper aims to review global adolescent empowerment programmes and develops and proposes a model that can be used with vulnerable adolescents. The model reflects theory and experience drawn from the literature.
The review is a synthesis of articles on empowerment theory, models and programme evaluations. Literature is selected and critiqued that reflects aspects of empowerment as described by Freire or relating to empowering models that could be generalised and related specifically to vulnerable adolescent programmes. Vulnerable adolescents within the context of this paper have been identified as those experiencing social, economic, cultural or physical disadvantage.
The findings document that empowerment programmes do not fully integrate the theory or pedagogy of empowerment as described by Freire. In most cases the goals of empowerment programmes, when stated, do not reflect the transformative or social action aspects of empowerment theory. Nevertheless there are sufficient examples of successful empowerment programmes with marginalised populations to warrant more rigorous application and evaluation of empowerment theory with this population in a variety of social settings. The relationship between the facilitator and participants and the development of critical consciousness are two vital aspects of empowerment theory that are unexplored and need further study.
Many empowerment programmes for vulnerable adolescents in resource‐poor countries have not been evaluated or have not been published. Lack of consistency in the use of terminology and evaluation also makes it difficult to compare studies.
This paper proposes a model of empowerment that could be effective in addressing the health needs of marginalised adolescents and is based on theory and field experiences.
This paper documents the case of La Verde, a producer cooperative in Andalusia, Southern Spain, whose members grow and sell organic fruit and vegetables. Fieldwork data…
This paper documents the case of La Verde, a producer cooperative in Andalusia, Southern Spain, whose members grow and sell organic fruit and vegetables. Fieldwork data reveal a range of assessments and practices with respect to just price. Historical experiences of working as day laborers, with little access to cash or other resources informs the members’ radical political views on money, prices, and markets. These ideas modulate exchanges at the local level, and in their political networks. However, working their own land and selling a prized product allows them to generate good market returns from private shopkeepers in cities. The paper proposes that for a price to be considered just, criteria for commensuration, or equivalence between a price and the perceived value of an object must adhere, but adjudications about this vary according to the relationship between exchangers. Rather than an objective just price, the paper considers assessments and judgments about the relation between prices and justice to be contextually defined, contested, and negotiated.
Following the example of the critical management education tradition, the purpose of this paper is to argue whether we should keep EE vital by disturbing it, in particular…
Following the example of the critical management education tradition, the purpose of this paper is to argue whether we should keep EE vital by disturbing it, in particular by interrogating that which has seemingly become “untouchable” from interrogation.
This paper takes inspiration from Paolo Freire’s work by proposing a pedagogical approach to entrepreneurship education which builds on an iterative and interactive process, oscillating between deconstructing and reconstructing entrepreneurship, creating space for invention in the classroom. The paper provides exemplary contributions in developing suggestions as to ways forward.
The ways forward being proposed in this paper include entrepreneurship educators engaging students as co-learners, and evoking their curiosity to pose new questions about the phenomenon; “grounding” students in their own creativity and supporting them to build the confidence needed to develop alternative understandings of how entrepreneurship can function – for themselves, in their future organizations and for society as a whole; and challenging our own teaching positions, and adopting a pedagogical process of invention, stimulating curiosity, co-creation, thought-provoking questions and entrepreneurial action.
This paper provides ways forward in keeping EE “fresh”, by sketching how we need to teach about entrepreneurship, adopting the critical insights emerging in the field. The paper argues how we do not only need other models and approaches to understand entrepreneurship, but also to understand learning and education.
As teacher education moves online, there is an increasing need for teacher educators who subscribe to relational stances that attend to and enact liberating pedagogies…
As teacher education moves online, there is an increasing need for teacher educators who subscribe to relational stances that attend to and enact liberating pedagogies with preservice teachers preparing to teach and inservice teachers who come to online courses for professional development.
This chapter explores common frameworks for interactive relational models of teaching from John Dewey, Lev Vygotsky, and Paulo Friere and then proposes, using examples from the author’s practice, how these models translate into online contexts.
Diversity in education calls for increased awareness of individuals using a relational stance. This stance should apply both to schoolchildren as well as the teacher candidates and teachers in development that are coming to teacher education to build and improve their practice.
More research on relationality in online learning is necessary. This research should take shape through using theories that are complex enough to provide insights that marry the pedagogical with the relational aspects of teaching as part of a comprehensive teacher education experience.
This chapter makes a valuable contribution to research in teaching online through its thorough inquiry into theories of learning and teaching and they apply – or do not – online.
Many attempts have been made to justify punishment by invoking the moral autonomy and dignity of those who are subject to it. Yet the most refined of these attempts have been informed by an awareness of paradox. For the practice of punishment, so closely linked to concepts of individual freedom, tends to degrade those subjected to it. And as a form of state action predicated on claims of moral or social solidarity, it often prevents inquiry into the ways that individual culpability coexists within broader political forms of responsibility. This essay explores the ways in which college in prison programs like the Bard Prison Initiative may intervene in this paradox of punishment.