Sobre las estratègies metodológicas de los/as educadores/as para contribuir al empoderamiento juvenil

  1. Carme Trull-Oliva 1
  2. Ángela Janer-Hidalgo 2
  3. Laura Corbella Molina 3
  4. Pere Soler-Masó 1
  5. Juan González-Martínez 1
  1. 1 Universitat de Girona
    info

    Universitat de Girona

    Girona, España

    ROR https://ror.org/01xdxns91

  2. 2 Universidad Internacional de La Rioja
    info

    Universidad Internacional de La Rioja

    Logroño, España

    ROR https://ror.org/029gnnp81

  3. 3 Universitat Autònoma de Barcelona
    info

    Universitat Autònoma de Barcelona

    Barcelona, España

    ROR https://ror.org/052g8jq94

Mostra les afiliacions +
Revista:
Educación XX1: Revista de la Facultad de Educación

ISSN: 1139-613X,  2174-5374

Any de publicació: 2022

Volum: 25

Número: 1

Pàgines: 459-483

Tipus: Article

DOI: 10.5944/EDUXX1.30014 DIALNET GOOGLE SCHOLAR lock_openAccés obert editor

Altres publicacions en: Educación XX1: Revista de la Facultad de Educación

Resum

If we start from the idea that educators are important agents in the youth empowerment process, this study aims to analyse the vision of education professionals on the use of certain methodologies and strategies which are useful and effective in the processes of youth empowerment. A quantitative analysis is carried out by means of a self-administered questionnaire, answered by a validated sample of 696 educators from five communities in Spain. This analysis makes it possible to describe and analyse educators’ methodological strategies in their contribution to youth empowerment processes and to determine how the use of these strategies relates to personal factors such as the size of the territory where they work, professional experience, specific youth training or the area of intervention in which they are located. All of the professionals agree on the importance of using active and participatory methodologies to promote and empower young people and declare that they are applied in a generalised way along with accompanying young people during the educational process. After this initial overview, the research allows us to identify important differences between the application of these methodologies in the rural and urban context (where they are applied more intensively) or depending on whether the educator has obtained specific training in youth; however, other personal variables such as professional experience or the age of the educator are not so explanatory in this analysis. Finally, the fields of professional practice allow us to associate certain methodological profiles.

Referències bibliogràfiques

  • Bauman, Z. (2010). Mundo consumo. Paidós.
  • Belykh, A. (2018). Resiliencia e inteligencia emocional: conceptos complementarios para empoderar al estudiante. Revista Latinoamericana de Estudios Educativos, 48(1), 255-282.
  • Collura, J., Raffle, H., Collins, A., & Kennedy, H. (2019). Creating spaces for young people to collaborate to create community change: Ohio’s youth-led initiative. Health Education & Behavior, 46(1S) 44S–52S. https://doi.org/10.1177/1090198119853571
  • Council of Europe. (2015). Council of Europe Youth Work Portfolio. A tool for the assessment and development of youth work competence. Council of Europe.
  • Davidson, E., & Carlin, E. (2019). “Steeling” young people: Resilience and youth policy in Scotland. Social Policy and Society, 18(3), 479-489. https://doi.org/10.1017/S1474746419000095
  • Deutsch, N., Mauer, V., Johnson, H., Grabowska, A., & Arbeit, M. (2020). “[My counselor] knows stuff about me, but [my natural mentor] actually knows me”: Distinguishing characteristics of youth’s natural mentoring relationships. Children and Youth Services Review, 111 (104879). https://doi.org/10.1016/j.childyouth.2020.104879
  • Flores, A. (2015). Empowerment and civic surrogacy: Community workers’ perceptions of their own and their latino/a students’ civic potential. Anthropology & Education Quarterly, 46(4), 397–413. https://doi.org/10.1111/aeq.12118
  • Froufe, S. (1997). Los ámbitos de intervención en la Educación Social. Aula, 9, 179-200. https://revistas.usal.es/index.php/0214-3402/article/view/3491
  • Gómez, I. M., Lledó, A., Parandones, T. M., & Herrera, L. (2014). El empoderamiento como estrategia de éxito en la formación inicial del profesorado. International Journal of Developmental and Educational Psychology, 7(1), 151-160. https://doi.org/10.17060/ijodaep.2014.n1.v7.786
  • Gonçalves, M., & García, À. (2016). Education and struggles for recognition: the strategic role of empowerment. Revista Española de Pedagogía, 264, 283-296.
  • Goyette, M., Mann-Feder, V., Turcotte, D., & Grenier, S. (2016). Youth empowerment and engagement: an analysis of support practices in the youth protection system in Québec. Revista Española de Pedagogía, 74, 31-49.
  • Greene, S., Burke, K., & McKenna, M. K. (2018). A review of research connecting digital storytelling, photovoice, and civic engagement. Review of Educational Research, 88(6), 844-878. https://doi.org/10.3102/0034654318794134
  • Greeson, J., Treglia, D., Morones, S., Hopkins, M., & Mikell, D. (2020). Youth Matters: Philly (YMP): Development, usability, usefulness, & accessibility of a mobile web-based app for homeless and unstably housed youth. Children and Youth Services Review, 108(104586). https://doi.org/10.1016/j.childyouth.2019.104586
  • Hongyee, G. (2020). A comparative analysis of online, offline, and integrated counseling among hidden youth in Hong Kong. Children and Youth Services Review, 114, 105042. https://doi.org/10.1016/j.childyouth.2020.105042
  • Kirk, C. M., Lewis, R. K., Brown, L. K., Karibo, B., Scott, A., & Park, E. (2015). The Empowering Schools Project: Identifying the Classroom and School Characteristics That Lead to Student Empowerment. Youth & Society, 49(6), 827-847. https://doi.org/10.1177/0044118X14566118
  • Paños, J. (2017). Educación emprendedora y metodologías activas para su fomento. Revista Electrónica Interuniversitaria de Formación del Profesorado, 20(3), 33-48. https://doi.org/10.6018/reifop.20.3.272221
  • Peterson, N. A. (2014). Empowerment theory: clarifying the nature of higher-order multidimensional constructs. American journal of community psychology, 53(1-2), 96-108. https://doi.org/10.1007/s10464-013-9624-0
  • Prowell, A. N. (2019). Using post-structuralism to rethink risk and resilience: Recommendations for social work education, practice, and research. Social Work, 64(2), 123-130. https://doi.org/10.1093/sw/swz007
  • Rappaport, J. (1984). Studies in empowerment: Introduction to the Issue. Prevention in Human Services, 38(2-3), 1-7. https://doi.org/10.1300/J293v03n02_02
  • Rojas, L. (2014). Unstandardizing teaching: The classroom teacher as an institutional and empowerment agent for Latina/o youth's college access. Doctoral Dissertation, California State University.
  • Ruff, D., & Harrison, K. (2020). “Ask Me What I Want”: Community-based participatory research to explore transition-age foster Youth’s use of support services. Children and Youth Services Review, 108, 104608. https://doi.org/10.1016/j.childyouth.2019.104608
  • San Pedro, P. (2006). El Individuo como agente del cambio: El proceso de empoderamiento. FRIDE Desarrollo «En Perspectiva», 1, 1-8.
  • Soler, P., Trilla, J., Jiménez-Morales, M., & Úcar, X. (2017). La construcción de un modelo pedagógico del empoderamiento juvenil: espacios, momentos y procesos. Pedagogía Social. Revista Interuniversitaria, 30, 19-32. https://doi.org/10.7179/PSRI_2017.30.02
  • Sullivan, A., & Simonson, G. (2016). A systematic review of school-based social-emotional interventions for refugee and war-traumatized youth. Review of Educational Research, 86(2), 503-530. https://doi.org/10.3102/0034654315609419
  • Sumaryanta, Mardapi, D., Sugiman & Herawan, T. (2019). Community-based teacher training: Transformation of sustainable teacher empowerment strategy in Indonesia. Journal of Teacher Education for Sustinability, 21(1), 48-66. https://doi.org/10.2478/jtes-2019-0004
  • Sung, Y-T., Yang, J-M., & Lee, H-Y. (2017). The effects of mobile-computer-supported collaborative learning: Meta-analysis and critical synthesis. Review of Educational Research, 87(4), 768-805. https://doi.org/10.3102/0034654317704307
  • To, S.-M., Chun-Sing, J., Liu, X., Danielle, C., Junfei, H., & Man-yuk, A. (2020). Youth empowerment in the community and young people’s creative self-efficacy: The moderating role of youth-adult partnerships in youth service. Youth and Society, 53(6), 1021-1043. https://doi.org/10.1177/0044118X20930890
  • Úcar, X., Jiménez-Morales, M., Soler, P., & Trilla, J. (2016). Exploring the conceptualization and research of empowerment in the field of youth. International Journal of Adolescence and Youth, 22(4), 405-418. https://doi.org/10.1080/02673843.2016.1209120
  • Vázquez-Fernández, M. J. & Barrera-Algarín, E. (2016). The essential role of the social worker as an integration agent for the youth who face school failure. The British Journal of Social Work, 47(7), 1923-1939. https://doi.org/10.1093/bjsw/bcw137
  • Wagaman, A. M. (2016). Promoting empowerment among LGBTQ youth: A social justice youth development approach. Child and Adolescent Social Work Journal, 33, 395–405. https://doi.org/10.1007/s10560-016-0435-7
  • Young, P., Hong, R., & Choi, S. (2020). Validation of the Employment Hope Scale (EHS) among summer youth employment program participants. Children and Youth Services Review, 111, 104811. https://doi.org/10.1016/j.childyouth.2020.104811
  • Zimmerman, M. (2000). Empowerment theory: psychological, organizational and community levels of analysis. In J. Rappaport & E. Seidman (Eds.), Handbook of Community Psychology (pp. 43-63). Springer Science & Business Media.
Fuente de los datos: Dialnet