Evoking hope in marginalised youth populations through non-formal education: critical pedagogy in sports-based interventions

Abstract

The utilisation of non-formal educational methods has long been advocated as a means of supporting marginalised young people. For many in this cohort, the adverse social circumstances that confront them can limit their sense of hope and leave them susceptible to educational under-achievement and/or engagement in anti-social behaviour. Research indicates that sport can act as an effective back-drop for the promotion of non-formal educational programmes especially in relation to marginalised youth. However, there is contention over the role that such programmes play in providing a foundation for enhanced aspirational goals and social integration. Drawing upon research conducted on one UK-based sporting intervention, this paper explores how project engagement enabled participants to enhance their sense of hope, especially around education, training and employment. In so doing the paper demonstrates how the pedagogical approach adopted by project staff, drew parallels with critical education, and nurtured an increased sense of hope amongst participants. 'negative behaviours' , such as crime, anti-social behaviour and/or substance misuse (Jansen, Chioncel, and Dekkers 2006). 1 One activity that has been deployed extensively as a method of promoting non-formal education is sport, especially within the context of projects that combine sporting participation with support around employment, education and training (Crabbe et al. 2006;Morgan and Parker 2017). In this sense, sport has been found to be an

Educación Física y ciudadanía: una revisión interpretativa crítica (Physical Education and citizenship: a critical interpretive review)

“…Ello conlleva un desarrollo ciudadano pasivo asociado a la obediencia civil (Parker et al, 2019). Sin embargo, también los deportes tienen el potencial para el desarrollo infantil y juvenil bajo una perspectiva de un mayor compromiso comunitario con el entorno local y con personas en situación de marginalidad (Parker et al, 2019), específicamente con aquellos sujetos en situación de encierro penitenciario (Morgan et al, 2020(Morgan et al, , 2021. Lo anterior nos ayuda a entender cómo las prácticas deportivas, a través de un paradigma sociocrítico en la escuela, pueden establecer mecanismos intencionados que garanticen la formación de ciudadanos críticos con un sentido del bien común y conscientes de la relevancia del compromiso social.…”

Sport-for-employability as an innovative practice in addressing youth underemployment in sub-Saharan Africa

“…Vocational training for SOSA beneficiaries provides a direct avenue for income generation. It demonstrates a level of resilience and focus by engaging in forward-thinking of possible career pathways ( 13 , 15 ).…”

“…In addressing youth unemployment, critical theorists advocate for “resilience thinking” and deconstructing ecological barriers in co-creating a socioeconomic dispensation where youth may find employment, generate income, or find pragmatic and innovative ways of coping with adversity ( 13 ). Community-based interventions and nonformal learning may fill a gap for enhancing employability, incubate social mobility, and accrue valuable social capital ( 14 , 15 ). Interagency approaches and social capital are integral in youth work practice that may act as “a glue between young people and their communities” and create opportunities for employment and the building of collective assets at the local level ( 16 ).…”

Strategy Analysis of Non-Formal Education Service Quality at The Department of Education and Culture, Mamasa District

“…Produce development humans who can build themselves, and jointly responsible for the development of the nation. Functions of Non-formal Education, namely: 1) Non-formal education functions as a substitute (Hidayat et al, 2021), meaning that if the community member does not have a network with the Formal Education unit or has dropped out of school (DO) from Formal Education (Redondo et al, 2021), then he or she can attend Education through the Non-formal Education route (Marín & Espinoza, 2021); 2) Non-formal education functions as an addition to formal education, meaning that if the knowledge (Decembrotto, 2021), skills, and attitudes obtained by students in the formal education unit are deemed inadequate (Iannone et al, 2021), they can add them through non-formal education (Morgan et al, 2021); 3) Non-formal education functions as a complement (Fantozzi, 2021), meaning that if students in the formal education unit feel they still want to increase their knowledge and skills (Shantini et al, 2021a), then they can continue their education through the non-formal education pathway (Gultom, 2021). Such as: Computer Courses, Sewing Courses, Foreign Language Courses, and Personality Courses (Sokorutova et al, 2021).…”