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
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