How experiential learning in an informal setting promotes class equity and social and economic justice for children from "communities at promise": An Australian perspective
Educational research often portrays culturally, linguistically and economically disenfranchised (CLED) children's disengagement from school learning as individual behaviour, ignoring the contribution of race, gender, socio-cultural, ethnic and social class factors. This paper analyses a specifi...
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| Published in: | International review of education 2017-02, Vol.63 (1), p.9-28 |
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How experiential learning in an informal setting promotes class equity and social and economic justice for children from "communities at promise": An Australian perspective |
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Zyngier, David |
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Academic Achievement Community involvement Community support Cultural pluralism Disadvantaged Youth Disengagement Education Educational Benefits Educational research Empowerment Equal Education Equality Equity Experiential Learning Foreign Countries High school students High schools Informal Education International and Comparative Education Learner Engagement Original Paper Partnerships in Education Poverty Program Development Race School Community Programs Social class Social Justice Socioeconomic status Student Empowerment Sustainability Teachers Teaching Volunteers Voting rights |
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International review of education, 2017-02, Vol.63 (1), p.9-28 |
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Educational research often portrays culturally, linguistically and economically disenfranchised (CLED) children's disengagement from school learning as individual behaviour, ignoring the contribution of race, gender, socio-cultural, ethnic and social class factors. This paper analyses a specific community engagement programme in Australia which uses experiential learning in an informal setting. The programme, which has been running for seven years, partners pre-service teachers, volunteer high school students and volunteers from a national bank with primary schools where many pupils are experiencing learning difficulties and school engagement problems as a result of their socio-economic status, their poverty, and their ethnic and cultural diversity. Drawing on the perspectives of the children and volunteers participating in the pilot study, and privileging their voices, this paper illustrates how community partnerships may be developed and sustained. The programme's conceptual framework of Connecting-Owning-Responding-Empowering (CORE) pedagogy is explored for its potential to enhance student engagement, achievement and empowerment through focused community involvement. The findings show that when students feel connected to and involved in their community, all participants are empowered in their learning and teaching. Comment l'apprentissage expérientiel en situation informelle favorise l'équité entre les classes et la justice sociale et économique pour les enfants de milieux défavorisés: une perspective australienne - La recherche éducative décrit fréquemment sous forme de comportement individuel le désengagement de apprentissage scolaire par les enfants défavorisés sur le plan culturel, linguistique et économique, en laissant de côté la contribution des facteurs d'ordre socio-culturel, ethnique, liés au sexe et à la classe sociale. L'auteur de l'article analyse un programme spécifique d'engagement communautaire en Australie, qui exploite l'apprentissage expérientiel dans une situation informelle. Déployé depuis sept ans, ce programme associe en un partenariat des enseignants en formation, des bénévoles étudiants et employés d'une banque nationale aux écoles primaires accueillant de nombreux élèves en difficulté d'apprentissage et d'engagement scolaire en raison de leur statut socioéconomique, leur pauvreté et leur diversité ethnique et culturelle. Partant des perspectives des enfants et des bénévoles qui ont participé à l'étude pilote, et privilégiant le |
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This paper analyses a specific community engagement programme in Australia which uses experiential learning in an informal setting. The programme, which has been running for seven years, partners pre-service teachers, volunteer high school students and volunteers from a national bank with primary schools where many pupils are experiencing learning difficulties and school engagement problems as a result of their socio-economic status, their poverty, and their ethnic and cultural diversity. Drawing on the perspectives of the children and volunteers participating in the pilot study, and privileging their voices, this paper illustrates how community partnerships may be developed and sustained. The programme's conceptual framework of Connecting-Owning-Responding-Empowering (CORE) pedagogy is explored for its potential to enhance student engagement, achievement and empowerment through focused community involvement. The findings show that when students feel connected to and involved in their community, all participants are empowered in their learning and teaching. Comment l'apprentissage expérientiel en situation informelle favorise l'équité entre les classes et la justice sociale et économique pour les enfants de milieux défavorisés: une perspective australienne - La recherche éducative décrit fréquemment sous forme de comportement individuel le désengagement de apprentissage scolaire par les enfants défavorisés sur le plan culturel, linguistique et économique, en laissant de côté la contribution des facteurs d'ordre socio-culturel, ethnique, liés au sexe et à la classe sociale. L'auteur de l'article analyse un programme spécifique d'engagement communautaire en Australie, qui exploite l'apprentissage expérientiel dans une situation informelle. Déployé depuis sept ans, ce programme associe en un partenariat des enseignants en formation, des bénévoles étudiants et employés d'une banque nationale aux écoles primaires accueillant de nombreux élèves en difficulté d'apprentissage et d'engagement scolaire en raison de leur statut socioéconomique, leur pauvreté et leur diversité ethnique et culturelle. Partant des perspectives des enfants et des bénévoles qui ont participé à l'étude pilote, et privilégiant leurs avis, l'auteur illustre comment peuvent être élaborés et maintenus des partenariats communautaires. Le cadre conceptuel pour le programme pédagogique Relier-Posséder-Réagir-Autonomiser (Connecting-OwningResponding-Empowering CORE) est exploré pour son potentiel à favoriser l'engagement, la performance et l'autonomie des élèves à travers l'implication communautaire. Les résultats démontrent que si les élèves se sentent reliés à leur communauté et impliqués dans celle-ci, tous les participants connaissent une autonomisation dans leur apprentissage et leur enseignement.</description><identifier>ISSN: 0020-8566</identifier><identifier>EISSN: 1573-0638</identifier><identifier>DOI: 10.1007/s11159-017-9621-x</identifier><language>eng</language><publisher>Dordrecht: Springer</publisher><subject>Academic Achievement ; Community involvement ; Community support ; Cultural pluralism ; Disadvantaged Youth ; Disengagement ; Education ; Educational Benefits ; Educational research ; Empowerment ; Equal Education ; Equality ; Equity ; Experiential Learning ; Foreign Countries ; High school students ; High schools ; Informal Education ; International and Comparative Education ; Learner Engagement ; Original Paper ; Partnerships in Education ; Poverty ; Program Development ; Race ; School Community Programs ; Social class ; Social Justice ; Socioeconomic status ; Student Empowerment ; Sustainability ; Teachers ; Teaching ; Volunteers ; Voting rights</subject><ispartof>International review of education, 2017-02, Vol.63 (1), p.9-28</ispartof><rights>Springer Science+Business Media Dordrecht and UNESCO Institute for Lifelong Learning 2017</rights><rights>Springer Science+Business Media Dordrecht and UNESCO Institute for Lifelong Learning 2017</rights><rights>International Review of Education is a copyright of Springer, 2017.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c360t-45984190032796b4fd87bd391ee19cd9ad642a155c62b08b08925386b9a298c13</citedby><cites>FETCH-LOGICAL-c360t-45984190032796b4fd87bd391ee19cd9ad642a155c62b08b08925386b9a298c13</cites><orcidid>0000-0002-0269-7839</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.proquest.com/docview/1868542673/fulltextPDF?pq-origsite=primo$$EPDF$$P50$$Gproquest$$H</linktopdf><linktohtml>$$Uhttps://www.proquest.com/docview/1868542673?pq-origsite=primo$$EHTML$$P50$$Gproquest$$H</linktohtml><link.rule.ids>315,787,791,1655,11771,12118,12886,21420,21429,21436,27927,27985,27986,33288,33676,33942,34050,36180,36315,41485,42554,43382,43762,43928,44084,44153,44720,44748,51702,58942,59175,74441,74820,75039,75225,75297,75879,75907</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1130370$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Zyngier, David</creatorcontrib><title>How experiential learning in an informal setting promotes class equity and social and economic justice for children from "communities at promise": An Australian perspective</title><title>International review of education</title><addtitle>Int Rev Educ</addtitle><description>Educational research often portrays culturally, linguistically and economically disenfranchised (CLED) children's disengagement from school learning as individual behaviour, ignoring the contribution of race, gender, socio-cultural, ethnic and social class factors. This paper analyses a specific community engagement programme in Australia which uses experiential learning in an informal setting. The programme, which has been running for seven years, partners pre-service teachers, volunteer high school students and volunteers from a national bank with primary schools where many pupils are experiencing learning difficulties and school engagement problems as a result of their socio-economic status, their poverty, and their ethnic and cultural diversity. Drawing on the perspectives of the children and volunteers participating in the pilot study, and privileging their voices, this paper illustrates how community partnerships may be developed and sustained. The programme's conceptual framework of Connecting-Owning-Responding-Empowering (CORE) pedagogy is explored for its potential to enhance student engagement, achievement and empowerment through focused community involvement. The findings show that when students feel connected to and involved in their community, all participants are empowered in their learning and teaching. Comment l'apprentissage expérientiel en situation informelle favorise l'équité entre les classes et la justice sociale et économique pour les enfants de milieux défavorisés: une perspective australienne - La recherche éducative décrit fréquemment sous forme de comportement individuel le désengagement de apprentissage scolaire par les enfants défavorisés sur le plan culturel, linguistique et économique, en laissant de côté la contribution des facteurs d'ordre socio-culturel, ethnique, liés au sexe et à la classe sociale. L'auteur de l'article analyse un programme spécifique d'engagement communautaire en Australie, qui exploite l'apprentissage expérientiel dans une situation informelle. Déployé depuis sept ans, ce programme associe en un partenariat des enseignants en formation, des bénévoles étudiants et employés d'une banque nationale aux écoles primaires accueillant de nombreux élèves en difficulté d'apprentissage et d'engagement scolaire en raison de leur statut socioéconomique, leur pauvreté et leur diversité ethnique et culturelle. Partant des perspectives des enfants et des bénévoles qui ont participé à l'étude pilote, et privilégiant leurs avis, l'auteur illustre comment peuvent être élaborés et maintenus des partenariats communautaires. Le cadre conceptuel pour le programme pédagogique Relier-Posséder-Réagir-Autonomiser (Connecting-OwningResponding-Empowering CORE) est exploré pour son potentiel à favoriser l'engagement, la performance et l'autonomie des élèves à travers l'implication communautaire. Les résultats démontrent que si les élèves se sentent reliés à leur communauté et impliqués dans celle-ci, tous les participants connaissent une autonomisation dans leur apprentissage et leur enseignement.</description><subject>Academic Achievement</subject><subject>Community involvement</subject><subject>Community support</subject><subject>Cultural pluralism</subject><subject>Disadvantaged Youth</subject><subject>Disengagement</subject><subject>Education</subject><subject>Educational Benefits</subject><subject>Educational research</subject><subject>Empowerment</subject><subject>Equal Education</subject><subject>Equality</subject><subject>Equity</subject><subject>Experiential Learning</subject><subject>Foreign Countries</subject><subject>High school students</subject><subject>High schools</subject><subject>Informal Education</subject><subject>International and Comparative Education</subject><subject>Learner Engagement</subject><subject>Original Paper</subject><subject>Partnerships in 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experiential learning in an informal setting promotes class equity and social and economic justice for children from "communities at promise": An Australian perspective</title><author>Zyngier, David</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c360t-45984190032796b4fd87bd391ee19cd9ad642a155c62b08b08925386b9a298c13</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2017</creationdate><topic>Academic Achievement</topic><topic>Community involvement</topic><topic>Community support</topic><topic>Cultural pluralism</topic><topic>Disadvantaged Youth</topic><topic>Disengagement</topic><topic>Education</topic><topic>Educational Benefits</topic><topic>Educational research</topic><topic>Empowerment</topic><topic>Equal Education</topic><topic>Equality</topic><topic>Equity</topic><topic>Experiential Learning</topic><topic>Foreign Countries</topic><topic>High school students</topic><topic>High 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David</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1130370</ericid><atitle>How experiential learning in an informal setting promotes class equity and social and economic justice for children from "communities at promise": An Australian perspective</atitle><jtitle>International review of education</jtitle><stitle>Int Rev Educ</stitle><date>2017-02-01</date><risdate>2017</risdate><volume>63</volume><issue>1</issue><spage>9</spage><epage>28</epage><pages>9-28</pages><issn>0020-8566</issn><eissn>1573-0638</eissn><abstract>Educational research often portrays culturally, linguistically and economically disenfranchised (CLED) children's disengagement from school learning as individual behaviour, ignoring the contribution of race, gender, socio-cultural, ethnic and social class factors. This paper analyses a specific community engagement programme in Australia which uses experiential learning in an informal setting. The programme, which has been running for seven years, partners pre-service teachers, volunteer high school students and volunteers from a national bank with primary schools where many pupils are experiencing learning difficulties and school engagement problems as a result of their socio-economic status, their poverty, and their ethnic and cultural diversity. Drawing on the perspectives of the children and volunteers participating in the pilot study, and privileging their voices, this paper illustrates how community partnerships may be developed and sustained. The programme's conceptual framework of Connecting-Owning-Responding-Empowering (CORE) pedagogy is explored for its potential to enhance student engagement, achievement and empowerment through focused community involvement. The findings show that when students feel connected to and involved in their community, all participants are empowered in their learning and teaching. Comment l'apprentissage expérientiel en situation informelle favorise l'équité entre les classes et la justice sociale et économique pour les enfants de milieux défavorisés: une perspective australienne - La recherche éducative décrit fréquemment sous forme de comportement individuel le désengagement de apprentissage scolaire par les enfants défavorisés sur le plan culturel, linguistique et économique, en laissant de côté la contribution des facteurs d'ordre socio-culturel, ethnique, liés au sexe et à la classe sociale. L'auteur de l'article analyse un programme spécifique d'engagement communautaire en Australie, qui exploite l'apprentissage expérientiel dans une situation informelle. Déployé depuis sept ans, ce programme associe en un partenariat des enseignants en formation, des bénévoles étudiants et employés d'une banque nationale aux écoles primaires accueillant de nombreux élèves en difficulté d'apprentissage et d'engagement scolaire en raison de leur statut socioéconomique, leur pauvreté et leur diversité ethnique et culturelle. Partant des perspectives des enfants et des bénévoles qui ont participé à l'étude pilote, et privilégiant leurs avis, l'auteur illustre comment peuvent être élaborés et maintenus des partenariats communautaires. Le cadre conceptuel pour le programme pédagogique Relier-Posséder-Réagir-Autonomiser (Connecting-OwningResponding-Empowering CORE) est exploré pour son potentiel à favoriser l'engagement, la performance et l'autonomie des élèves à travers l'implication communautaire. Les résultats démontrent que si les élèves se sentent reliés à leur communauté et impliqués dans celle-ci, tous les participants connaissent une autonomisation dans leur apprentissage et leur enseignement.</abstract><cop>Dordrecht</cop><pub>Springer</pub><doi>10.1007/s11159-017-9621-x</doi><tpages>20</tpages><orcidid>https://orcid.org/0000-0002-0269-7839</orcidid></addata></record> |