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Education Sciences
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Educating Informal Educators
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Educating Informal Educators

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (1 June 2021) | Viewed by 61782

Printed Edition Available!
A printed edition of this Special Issue is available here.

Special Issue Editors

Prof. Dr. Pam Alldred

E-Mail Website
Guest Editor
Department of Social Work, Care and Community, Nottingham Trent University, Nottingham NG1 4BU, UK
Interests: sexualities and sexual health; gender politics and diversity; parenting, and education for equality with young people, children and the professionals who work with them
Special Issues, Collections and Topics in MDPI journals
Dr. Frances Howard

E-Mail Website
Guest Editor
Department of Social Work, Nottingham Trent University, 50 Shakespeare Street, Nottingham NG1 4BU, UK
Interests: youth arts programmes; youth health and well-being; youth work and informal education; youth community engagement; youth participation

Special Issue Information

Dear Colleagues,

As Youth & Community Work courses in Higher Education dwindle across the UK, following years of austerity and cuts to Youth Services, the diverse pedagogies of informal education are more needed than ever.  Any society that values learning and recognises learners’ diversity needs these approaches.  This special issue will focus on how informal education pedagogies, practices and principles are engaged with, modelled, taught or shared in Higher Education. 

'Educating Informal Educators' draws on the range of expertise in Higher Education courses across the UK and seeks to emphasise the value of informal education, its values and practices not only for students of education or informal education, but for society as a whole.  This special issue seeks to capture the particular pedagogies of youth and community work courses that sustain distinctive informal education practice.  Contributions will be invited covering (and not limited to) the following themes:

  • Critical pedagogy
  • Group work/self-directed learning
  • Digital Youth work
  • Anti-oppressive practice
  • Collaboration / co-production of knowledge
  • Placements / experiential learning
  • Residentials / Accompaniment
  • Detached youth work
  • Impact & measurement 
  • Creativity / improvisation
  • Building relationships / relational learning
  • Cultural difference, gender, race, class
  • Social pedagogy

We are looking to bring together for the first time a series of articles that celebrate the distinctive contribution of youth & community work pedagogues to the development of informal education pedagogies. With a social justice orientation, this special issue will reach beyond that of young and community work courses and extend towards engaging students in valuable perspectives and pedagogies for wider society.

Prof. Dr. Pam Alldred
Dr. Frances Howard
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • Youth work
  • Critical pedagogy
  • Social pedagogy
  • Informal education
  • Experiential learning

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Published Papers (14 papers)

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Editorial

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4 pages, 156 KiB  
Editorial
Educating Informal Educators
by Pam Alldred and Frances Howard
Educ. Sci. 2022, 12(5), 301; https://doi.org/10.3390/educsci12050301 - 25 Apr 2022
Cited by 2 | Viewed by 2037
Abstract
As Youth and Community Work courses in Higher Education dwindle across the UK, following years of austerity and cuts to Youth Services, the diverse pedagogies of informal education are more needed than ever [...] Full article
(This article belongs to the Special Issue Educating Informal Educators)

Research

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14 pages, 250 KiB  
Article
Re-Imagining Approaches to Learning and Teaching: Youth and Community Work Education Post COVID-19
by Sheila Curran, Sinead Gormally and Christine Smith
Educ. Sci. 2022, 12(3), 201; https://doi.org/10.3390/educsci12030201 - 11 Mar 2022
Cited by 4 | Viewed by 3629
Abstract
This article draws on research undertaken by the Professional Association of Lecturers in Youth and Community Work (PALYCW) in collaboration with the Open University, University of Glasgow and the University of Hull. The authors are all part of a community of practice of [...] Read more.
This article draws on research undertaken by the Professional Association of Lecturers in Youth and Community Work (PALYCW) in collaboration with the Open University, University of Glasgow and the University of Hull. The authors are all part of a community of practice of lecturers teaching in higher education on Community and Youth Work (CYW) degree programmes. These CYW programmes are professionally endorsed by Youth Work and Community Development professional bodies across the UK. They adopt informal methodologies and have a strong focus on preparing students to work as informal educators with young people and communities. The unique contribution of this paper is highlighting the experiences, issues and challenges presented and exploring creative approaches that have been developed by programmes that adopt these approaches to educate professional practitioners. Looking forward in a context of great uncertainty, the research also set out to consider what the future might look like for CYW programmes, located in the neoliberal university. Questions explored included the extent to which the pandemic might lead to longer term changes in learning and teaching methodologies in CYW in higher education (HE) and how CYW programmes should be preparing students for navigating practice in the society that unfolds post COVID-19 as the basis for taking action in communities in response to new formations of social injustice and inequality with conscious intent. Full article
(This article belongs to the Special Issue Educating Informal Educators)
13 pages, 284 KiB  
Article
Student Collaboration in Action: A Case Study Exploring the Role of Youth Work Pedagogy Transforming Interprofessional Education in Higher Education
by Tim Howell
Educ. Sci. 2021, 11(12), 761; https://doi.org/10.3390/educsci11120761 - 25 Nov 2021
Cited by 3 | Viewed by 2890
Abstract
The College of Health, Psychology, and Social Care at the University of Derby has transformed its Interprofessional Education (IPE) offer from a top-down standalone event into a five-year strategy designed and delivered in genuine collaboration with students. Across the higher education sector, IPE [...] Read more.
The College of Health, Psychology, and Social Care at the University of Derby has transformed its Interprofessional Education (IPE) offer from a top-down standalone event into a five-year strategy designed and delivered in genuine collaboration with students. Across the higher education sector, IPE has been a struggle, tokenistic at best, with limited buy-in from students. When academic-led it prevents deep learning; however, by utilising an informal education approach students bring their life, programme, and practice learning together to genuinely break down barriers between professional disciplines. This paper will use an autoethnographic case study to explore the challenges and opportunities of genuine collaboration based on youth work principles in the creation of a ‘value-added curriculum’, not aligned to modules or assessments. It found that buy-in from academics and students comes when students are empowered to take the lead. This is based on youth work pedagogical principles of group work, relationships with shrinking professional distance, critical pedagogy, genuine agency, and an emotional connection made between the professionals and service users. It suggests the potential is considerable as youth workers bring their pedagogical practice to a broader range of spaces within and beyond higher education. Full article
(This article belongs to the Special Issue Educating Informal Educators)
15 pages, 763 KiB  
Article
Pedagogies of Discomfort and Care: Balancing Critical Tensions in Delivering Gender-Related Violence Training to Youth Practitioners
by Fin Cullen and Michael Whelan
Educ. Sci. 2021, 11(9), 562; https://doi.org/10.3390/educsci11090562 - 19 Sep 2021
Cited by 4 | Viewed by 3328
Abstract
This reflective paper explores the emotions, ethics, and challenges of facilitating training for youth practitioners to tackle gender-related violence (GRV). This paper draws on insights from a training intervention that emerged from an EU-funded feminist project (UK GAPWORK project), which sought to bring [...] Read more.
This reflective paper explores the emotions, ethics, and challenges of facilitating training for youth practitioners to tackle gender-related violence (GRV). This paper draws on insights from a training intervention that emerged from an EU-funded feminist project (UK GAPWORK project), which sought to bring together approaches to tackle violence against women and girls with challenging heteronormativity and homophobia. Drawing on accounts from facilitators and participants, the aim of this paper is to identify tensions, opportunities and strategies in developing training to support critically engaged practice around sensitive topics such as GRV, and to consider the significance of working with discomfort within any such training intervention. We reflect on how discomfort presented within the training space and the challenges presented. This paper examines how Boler’s theoretical work on pedagogy of discomfort can be operationalised to think productively about designing and delivering training for informal educators on sensitive issues with ethical integrity. Full article
(This article belongs to the Special Issue Educating Informal Educators)
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14 pages, 737 KiB  
Article
Idealistic Assertions or Realistic Possibilities in Community and Youth Work Education
by Sinéad Gormally, Annette Coburn and Edward Beggan
Educ. Sci. 2021, 11(9), 561; https://doi.org/10.3390/educsci11090561 - 18 Sep 2021
Cited by 3 | Viewed by 2748
Abstract
Community and youth work (CYW) practice has been articulated as striving towards a more socially just and equal society and is theorised as a catalyst for social change that seeks to overcome power differentials. Yet, despite these claims, there is limited empirical evidence [...] Read more.
Community and youth work (CYW) practice has been articulated as striving towards a more socially just and equal society and is theorised as a catalyst for social change that seeks to overcome power differentials. Yet, despite these claims, there is limited empirical evidence to inform knowledge about the extent to which ‘equality work’ is featured and practiced in CYW programmes in higher education. This article draws on perspectives from current and former CYW students in the UK which routinely claim critical pedagogy as the bedrock of professionally approved degree programmes. Utilising a survey approach, our aim was to examine the experiences of students to find out if teaching, learning and assessment practices in professionally approved CYW programmes can be argued as helping students to articulate practice as emancipatory. The findings indicate that there was coherence and a strong understanding of core theories that confirmed CYW programmes as helping students to articulate emancipatory practice. In relation to teaching and learning, programmes were not as aligned with critical pedagogy, inclining more towards traditional and formal methods than alternative or informal methods. Finally, an imbalance between the persistent use of standardised assessment methods over more flexible and creative assessments suggested a reluctance to seek, or develop, more emancipatory sustainable assessment alternatives. The article concludes by arguing that informal education and, specifically, CYW programmes are well-placed to drive institutional and social change forward. Full article
(This article belongs to the Special Issue Educating Informal Educators)
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13 pages, 228 KiB  
Article
(Re)Assembling Anti-Oppressive Practice Teachings in Youth and Community Work through Collective Biography (2)
by Rick Bowler, Steph Green, Christine Smith and Liz Woolley
Educ. Sci. 2021, 11(9), 497; https://doi.org/10.3390/educsci11090497 - 3 Sep 2021
Cited by 4 | Viewed by 3238
Abstract
This article draws on research undertaken as part of a Collective Biography project generated by a group of activists and lecturers teaching and researching in youth and community work (YCW). Collective Biography (CB) is an approach to research in which participants work productively [...] Read more.
This article draws on research undertaken as part of a Collective Biography project generated by a group of activists and lecturers teaching and researching in youth and community work (YCW). Collective Biography (CB) is an approach to research in which participants work productively with memory and writing to generate collective action orientated analysis. The emphasis on collectivized approaches to CB work acts as a potential strategy to disrupt and resist the reproduction of power in academic knowledge-making practices and the impact of powerful policy discourses in practice. The article explores the current context and contemporary challenges for teaching anti-oppressive practice in UK based universities before briefly scoping out the methodology of CB. Extracts from a memory story are used as an example of the process of collective analysis generated through the process of CB in relation to racism, the role of anti-oppressive practice, and as the basis for YCW educators to think collectively about implications for teaching going forward. The article goes on to explore the role of concepts that were worked with as part of the CB process and considers the potential significance for teaching anti-oppressive practice in YCW. The article concludes by starting to scope out key considerations relating to the potential role of CB as a grass roots strategy to open spaces of possibility alongside young people and communities in reassembling the teaching of anti-oppressive practice in YCW. Full article
(This article belongs to the Special Issue Educating Informal Educators)
15 pages, 951 KiB  
Article
The Education of Informal Educators
by Tony Jeffs and Mark K. Smith
Educ. Sci. 2021, 11(9), 488; https://doi.org/10.3390/educsci11090488 - 1 Sep 2021
Cited by 8 | Viewed by 5042
Abstract
No undergraduate or postgraduate programmes currently exist for the professional education of informal educators. The authors outline the development of previous programmes and consider the emergence of informal education as a discrete concept. The article then highlights some key failings in the professional [...] Read more.
No undergraduate or postgraduate programmes currently exist for the professional education of informal educators. The authors outline the development of previous programmes and consider the emergence of informal education as a discrete concept. The article then highlights some key failings in the professional education of informal educators and outlines some changes in the orientation and content of programmes. Full article
(This article belongs to the Special Issue Educating Informal Educators)
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21 pages, 322 KiB  
Article
Educating Informal Educators on Issues of Race and Inequality: Raising Critical Consciousness, Identifying Challenges, and Implementing Change in a Youth and Community Work Programme
by Jess Achilleos, Hayley Douglas and Yasmin Washbrook
Educ. Sci. 2021, 11(8), 410; https://doi.org/10.3390/educsci11080410 - 6 Aug 2021
Cited by 4 | Viewed by 5289
Abstract
The debate regarding institutional racism and White privilege within higher education (HE) remains prevalent, and higher education institutions (HEIs) are not exempt from the racial equality debate. Youth and Community Work is underpinned by anti-oppressive practice, highlighting a need to educate informal educators [...] Read more.
The debate regarding institutional racism and White privilege within higher education (HE) remains prevalent, and higher education institutions (HEIs) are not exempt from the racial equality debate. Youth and Community Work is underpinned by anti-oppressive practice, highlighting a need to educate informal educators on the structural underpinnings of Race and inequlaity, so that they can be challenged in practice to bring about social change. For Youth and Community Workers, this is primarily done through informal education and critical pedagogy. The research aimed to unearth race inequality within the Youth and Community Work programme at Wrexham Glyndŵr University (WGU). Critical reflection methodology was used to deconstruct departmental processes of recruitment, learning and assessment, student voice, and support. Research data was analysed using thematic analysis, determining three themes: critical consciousness, challenge, and change. These are discussed within the framework of Critical Race Theory and critical pedagogy. The research concludes that oppression, and therefore inequality, occurs in the Youth and Community Work programme. Further reading of issues reported in HEIs across the United Kingdom shows that more analysis and deconstruction is needed through CRT. Educating informal educators on issues of race and inequality to raise critical consciousness is one way this can be achieved. Full article
(This article belongs to the Special Issue Educating Informal Educators)
11 pages, 1464 KiB  
Article
“It’s Like Being Back in GCSE Art”—Engaging with Music, Film-Making and Boardgames. Creative Pedagogies within Youth Work Education
by Frances Howard
Educ. Sci. 2021, 11(8), 374; https://doi.org/10.3390/educsci11080374 - 22 Jul 2021
Cited by 8 | Viewed by 3951
Abstract
Creative pedagogies within youth work practice are well established. Practitioners working with young people are often called upon to utilise their own personal and professional ‘toolboxes’, as a way of supporting ‘Creative Arts Youth Work’. However, within Higher Education (HE), creative methods for [...] Read more.
Creative pedagogies within youth work practice are well established. Practitioners working with young people are often called upon to utilise their own personal and professional ‘toolboxes’, as a way of supporting ‘Creative Arts Youth Work’. However, within Higher Education (HE), creative methods for teaching and learning within the university context are often overlooked. The problem posed by this article is: how can HE ‘catch-up’ with more advanced pedagogies in the field of practice? Despite a recent focus on the personalisation of learning within HE, how can arts-based pedagogies, including digital storytelling, be drawn upon to enhance the learning experience? This article reports on three areas of pedagogical innovation engaged with by students undertaking the Youth Studies degree at Nottingham Trent University. Three experimental initiatives are explored, which assisted in educating informal educators, through creative learning techniques. Engaging with music, film-making and boardgames are given as examples of creative pedagogy, reporting on both my own practical experience in organising these activities and student feedback. Results showed that the symbiosis of creative pedagogies with relational and experiential learning, key tenets of youth work practice, offered expressive and authentic conditions for learning that are based upon student’s experiences. Therefore, there is much to learn from youth work courses within HE, not only in terms of engaging and encouraging students through creativity, but also setting the scene for the future of creative youth work practice. Full article
(This article belongs to the Special Issue Educating Informal Educators)
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27 pages, 17073 KiB  
Article
Education and Heritage of Medieval Warfare. A Study on the Transmission of Knowledge by Informal Educators in Defensive Spaces
by Darío Español-Solana and Jesús Gerardo Franco-Calvo
Educ. Sci. 2021, 11(7), 320; https://doi.org/10.3390/educsci11070320 - 28 Jun 2021
Cited by 5 | Viewed by 3460
Abstract
Historical reenactment is becoming a top-tier teaching tool in the countries of Southern Europe. In Spain specifically, this discipline is experiencing a boom as a heritage education method, particularly in informal settings. This article is the outcome of a qualitative research study of [...] Read more.
Historical reenactment is becoming a top-tier teaching tool in the countries of Southern Europe. In Spain specifically, this discipline is experiencing a boom as a heritage education method, particularly in informal settings. This article is the outcome of a qualitative research study of the results obtained from one hundred and fifteen educators from historical reenactment groups. The study analyses the methods used by the exponents of this discipline to teach war in the Middle Ages, specifically in three Spanish castles dating from the 11th to the 12th centuries. It has made it possible to analyse how the educational discourses are organised in relation to Medieval war within military spaces from this period, and how historical reenactment is a coadjutant in the construction of teaching/learning spaces from a heritage education perspective. Full article
(This article belongs to the Special Issue Educating Informal Educators)
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Review

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16 pages, 1325 KiB  
Review
The Contested Terrain of Critical Pedagogy and Teaching Informal Education in Higher Education
by Alan Smith and Mike Seal
Educ. Sci. 2021, 11(9), 476; https://doi.org/10.3390/educsci11090476 - 30 Aug 2021
Cited by 11 | Viewed by 11097
Abstract
This review explores how critical pedagogy, often cited by educators of informal educators as a key influence, actually informs teaching of informal educators in higher education and assesses its potential to do so. It explores the background to critical pedagogy, its principles, aims [...] Read more.
This review explores how critical pedagogy, often cited by educators of informal educators as a key influence, actually informs teaching of informal educators in higher education and assesses its potential to do so. It explores the background to critical pedagogy, its principles, aims and approaches and examines its worldwide influence on the teaching of informal educators. The authors argue that critical pedagogy is crucial for the teaching of informal educators, enabling lecturer and practitioners to interrupt the hegemony of neo-liberal and neo-managerial thinking in their practice and in higher education, and re-orientate themselves and examine their positionality within their institutions. It will focus on practical examples of enabling critical pedagogy in the teaching of informal education in higher education institutions. Full article
(This article belongs to the Special Issue Educating Informal Educators)
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Other

19 pages, 807 KiB  
Viewpoint
Informal Education Pedagogy Transcendence from the ‘Academy’ to Society in the Current and Post COVID Environment
by Ian David Jones and Geraldine Brady
Educ. Sci. 2022, 12(1), 37; https://doi.org/10.3390/educsci12010037 - 8 Jan 2022
Cited by 6 | Viewed by 4044
Abstract
The purpose of this paper is to consider the following two notions; (1) that the use of ‘informal education pedagogies’ within teaching and learning in the ‘academy’ can both support the learning process within the ‘classroom’ but also transcend to society via students; [...] Read more.
The purpose of this paper is to consider the following two notions; (1) that the use of ‘informal education pedagogies’ within teaching and learning in the ‘academy’ can both support the learning process within the ‘classroom’ but also transcend to society via students; and (2) that synergies exist between informal education and social pedagogical concepts. The discussions are situated from the perspective of an experienced practitioner and academic who is currently teaching youth related degree courses within a Higher Education Institution. This experiential learning has informed knowledge acquisition, understanding and skills application from professional practice to the teaching environment. An experiential learning perspective will be the primary method adopted; the value of this paper lies in its potential to re-affirm that degree courses which embed a ‘practice the practice’ approach in their teaching methodology support the embedding of core values of the said discipline. The paper argues that the ethically value-based principles and practice of informal education pedagogy, and social pedagogy, are relevant for the current and post COVID-19 pandemic environment. Full article
(This article belongs to the Special Issue Educating Informal Educators)
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13 pages, 249 KiB  
Essay
Re-Assembling Anti-Oppressive Practice (1): The Personal, the Political, the Professional
by Janet Batsleer
Educ. Sci. 2021, 11(10), 645; https://doi.org/10.3390/educsci11100645 - 14 Oct 2021
Cited by 4 | Viewed by 2882
Abstract
This essay offers a broken narrative concerning the early history of anti-oppressive practice as an approach in the U.K. to youth and community work and the struggles over this in the context of UK higher education between the 1960′s and the early 2000’s. [...] Read more.
This essay offers a broken narrative concerning the early history of anti-oppressive practice as an approach in the U.K. to youth and community work and the struggles over this in the context of UK higher education between the 1960′s and the early 2000’s. Educating informal educators as youth and community workers in the UK has been a site of contestation. Aspects of a genealogy of that struggle are presented in ways which link publicly available histories with personal memories and narratives, through the use of a personal archive developed through collective memory work. These are chosen to illuminate the links between theory and practice: on the one hand, the conceptual field which has framed the education of youth and community workers, whose sources lie in the academic disciplines of education and sociology, and, on the other hand, the social movements which have formed the practice of informal educators. Six have been chosen: (1) The long 1968: challenging approaches to authority; (2) the group as a source of learning; (3) The personal and political: experiential learning from discontent; (4) Paolo Freire and Critical Praxis; (5) A critical break in social education and the reality of youth work spaces as defensive spaces; (6) New managerialism: ethics vs. paper trails. The approach taken, of linking memory work with present struggles, is argued to be a generative form for current critical and enlivening practice. Full article
(This article belongs to the Special Issue Educating Informal Educators)
13 pages, 547 KiB  
Viewpoint
Teacher-Student Reflections: A Critical Conversation about Values and Cultural Awareness in Community Development Work, and Implications for Teaching and Practice
by Louise Sheridan and Matthew Mungai
Educ. Sci. 2021, 11(9), 526; https://doi.org/10.3390/educsci11090526 - 9 Sep 2021
Cited by 5 | Viewed by 5153
Abstract
This reflective, autoethnographic piece provides some insights into our involvement with a program that promotes a value-driven approach to community development work. As a ‘conversation’ between a lecturer and a graduate, or Educator of Informal Educators and Informal Educator, we discuss the process [...] Read more.
This reflective, autoethnographic piece provides some insights into our involvement with a program that promotes a value-driven approach to community development work. As a ‘conversation’ between a lecturer and a graduate, or Educator of Informal Educators and Informal Educator, we discuss the process of teaching and learning about values within day-to-day community development practice. We emphasise that a value-driven approach enables informal educators to celebrate cultural diversity, which can be complex in community settings. As the educator of informal educators (Louise), I reflect on the need to explore and demonstrate what value-driven practice looks like in day-to-day practice within community work and not simply state that values are important. This was prompted by self-reflection and the realisation that my teaching failed to illuminate how to bring values to life in all aspects of community work to achieve anti-discriminatory, inclusive and empowering practice. As an informal educator (Matthew), I consider how community development theories and values translate into meaningful practice that celebrates cultural diversity. Reflections are influenced by theories from Paulo Freire, with a focus on his notion that ‘educators should respect the autonomy of the students and respect cultural identities’. An example of Freirean dialogue, the article discusses our critical consciousness through praxis as educator and informal educator. Acknowledging that we are never fully complete—we are always ‘becoming’—we hope the article will be of interest to both Educators of Informal Educators and Informal Educators alike. Full article
(This article belongs to the Special Issue Educating Informal Educators)
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