RadioActive101-Learning through radio, learning for life: an international approach to the inclusion and non-formal learning of socially excluded young people
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | , , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10400.14/32728 |
Resumo: | This article describes an original international approach to inclusion and non-formal learning of socially excluded young people, through participatory internet radio - RadioActive101. First, we critically discuss the social and digital exclusion of young people. We then describe our approach - that includes participatory action research methods that are influenced by the work of Dewey and Freire, and operate as a process of complex intervention. This supports the inclusive co-production of radio content in ways that support non-formal learning in two EU contexts–the UK and Portugal. We then summarise and compare a qualitative investigation of RadioActive101. This showed positive results, with important similarities and differences between the two contexts. Participants reported that RadioActive101 was motivating and contributed to the development of contemporary skills, and also stimulated improvements in psychosocial dimensions such as confidence (self-efficacy) and self-esteem. This investigation informed the development of an original recognition system for non-formal learning that maps EU Key Competences for Lifelong Learning to radio practices and activities that are recognised through electronic badges. Our reflections emphasise that in order to support the non-formal learning of socially excluded young people we must foreground our attention to fostering psychosocial dimensions alongside developing contemporary competences. |
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RadioActive101-Learning through radio, learning for life: an international approach to the inclusion and non-formal learning of socially excluded young peopleContemporary skillsInternet radioNon-formal learningPedagogical issuesPsychosocial dimensionsSocially excluded young peopleThis article describes an original international approach to inclusion and non-formal learning of socially excluded young people, through participatory internet radio - RadioActive101. First, we critically discuss the social and digital exclusion of young people. We then describe our approach - that includes participatory action research methods that are influenced by the work of Dewey and Freire, and operate as a process of complex intervention. This supports the inclusive co-production of radio content in ways that support non-formal learning in two EU contexts–the UK and Portugal. We then summarise and compare a qualitative investigation of RadioActive101. This showed positive results, with important similarities and differences between the two contexts. Participants reported that RadioActive101 was motivating and contributed to the development of contemporary skills, and also stimulated improvements in psychosocial dimensions such as confidence (self-efficacy) and self-esteem. This investigation informed the development of an original recognition system for non-formal learning that maps EU Key Competences for Lifelong Learning to radio practices and activities that are recognised through electronic badges. Our reflections emphasise that in order to support the non-formal learning of socially excluded young people we must foreground our attention to fostering psychosocial dimensions alongside developing contemporary competences.Veritati - Repositório Institucional da Universidade Católica PortuguesaRavenscroft, AndrewDellow, J.Brites, Maria JoséJorge, A.Catalão, Daniel2021-04-26T10:27:28Z2020-06-282020-06-28T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.14/32728eng1360-311610.1080/13603116.2018.150373985051930202000586888400006info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-07-12T17:38:15Zoai:repositorio.ucp.pt:10400.14/32728Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T18:26:27.408100Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
RadioActive101-Learning through radio, learning for life: an international approach to the inclusion and non-formal learning of socially excluded young people |
title |
RadioActive101-Learning through radio, learning for life: an international approach to the inclusion and non-formal learning of socially excluded young people |
spellingShingle |
RadioActive101-Learning through radio, learning for life: an international approach to the inclusion and non-formal learning of socially excluded young people Ravenscroft, Andrew Contemporary skills Internet radio Non-formal learning Pedagogical issues Psychosocial dimensions Socially excluded young people |
title_short |
RadioActive101-Learning through radio, learning for life: an international approach to the inclusion and non-formal learning of socially excluded young people |
title_full |
RadioActive101-Learning through radio, learning for life: an international approach to the inclusion and non-formal learning of socially excluded young people |
title_fullStr |
RadioActive101-Learning through radio, learning for life: an international approach to the inclusion and non-formal learning of socially excluded young people |
title_full_unstemmed |
RadioActive101-Learning through radio, learning for life: an international approach to the inclusion and non-formal learning of socially excluded young people |
title_sort |
RadioActive101-Learning through radio, learning for life: an international approach to the inclusion and non-formal learning of socially excluded young people |
author |
Ravenscroft, Andrew |
author_facet |
Ravenscroft, Andrew Dellow, J. Brites, Maria José Jorge, A. Catalão, Daniel |
author_role |
author |
author2 |
Dellow, J. Brites, Maria José Jorge, A. Catalão, Daniel |
author2_role |
author author author author |
dc.contributor.none.fl_str_mv |
Veritati - Repositório Institucional da Universidade Católica Portuguesa |
dc.contributor.author.fl_str_mv |
Ravenscroft, Andrew Dellow, J. Brites, Maria José Jorge, A. Catalão, Daniel |
dc.subject.por.fl_str_mv |
Contemporary skills Internet radio Non-formal learning Pedagogical issues Psychosocial dimensions Socially excluded young people |
topic |
Contemporary skills Internet radio Non-formal learning Pedagogical issues Psychosocial dimensions Socially excluded young people |
description |
This article describes an original international approach to inclusion and non-formal learning of socially excluded young people, through participatory internet radio - RadioActive101. First, we critically discuss the social and digital exclusion of young people. We then describe our approach - that includes participatory action research methods that are influenced by the work of Dewey and Freire, and operate as a process of complex intervention. This supports the inclusive co-production of radio content in ways that support non-formal learning in two EU contexts–the UK and Portugal. We then summarise and compare a qualitative investigation of RadioActive101. This showed positive results, with important similarities and differences between the two contexts. Participants reported that RadioActive101 was motivating and contributed to the development of contemporary skills, and also stimulated improvements in psychosocial dimensions such as confidence (self-efficacy) and self-esteem. This investigation informed the development of an original recognition system for non-formal learning that maps EU Key Competences for Lifelong Learning to radio practices and activities that are recognised through electronic badges. Our reflections emphasise that in order to support the non-formal learning of socially excluded young people we must foreground our attention to fostering psychosocial dimensions alongside developing contemporary competences. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-06-28 2020-06-28T00:00:00Z 2021-04-26T10:27:28Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10400.14/32728 |
url |
http://hdl.handle.net/10400.14/32728 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
1360-3116 10.1080/13603116.2018.1503739 85051930202 000586888400006 |
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info:eu-repo/semantics/openAccess |
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openAccess |
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application/pdf |
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reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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