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Dialogic Challenges

Buddy Project – Building Bridges

Jetske Strijbos, VUB – IRP Voicing Youth at Social Risk (BE)

Worldwide there are more and more youngsters living in a situation of social risk. In Brussels about 40% of youth live in a situation of poverty. The Interdisciplinary Research Program (IRP):“Voicing Youth at Social Risk” aims to study the voice of these Youth at Risk. Therefor we follow the convention for the rights of the child (1989): aiming at a participatory and preventive approach, starting from the perception of the youth themselves. One of the (practical) projects within this IRP is the Buddy Project: “Building bridges”. The project brings students of the VUB in contact with children, youngsters and families who live in socially vulnerable situations in Brussels. Students provide guidance in a broad perspective (f.e. homework and leisure time). During the session we would like to discuss this pilot project to acquire insight in the overall experiences and results of other similar projects/studies. We are especially interested in participatory approach, preparation and support of students, added value for all parties.

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Challenges in Inclusion, Learning Goals in Didactics and Education

Ninna V. BraünerMette BruunCenter for Teaching and Learning, University College Absalon (DK)

Centralized learning goals in didactics and education together with inclusion of children with special needs have been focus areas both nationally and internationally. In the research we have asked critical questions to the international and national research in this area and developed critical analysis and possible didactic thinking of professional teachers in three Danish schools. The presentation focuses on conclusions and answers to the critical questions.

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Development of inclusive communities of learning through relational work and interpersonal feedback

Mette BruunLinda VestergaardMalene JensenCenter for Teaching and Learning, University College Absalon (DK)

The project focuses on the teachers in two Danish schools who work in classes with a high frequency of students with special needs - in the so-called LKT-problems (Learning, Contact and Wellbeing). The main issue is on the teachers’ concepts and understandings of wellbeing, relational work, feedback and motivation to approach and solve related challenges with inclusion. The proposal will present some preliminary conclusions on how forms of interaction, when working with relations and interpersonal feedback in the classroom, might be understood - and developed, so well-being and motivation are increased and the learning environment develop the students with special needs - but also the entire community.

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Developing more inclusive education for all children - including children and youth on the edge of the educational system

Jonas Paustian Borup, The Danish Ministry of Education, National Agency for Educationand Quality, Inclusive Education Team (DK)

The aim for this session is sharing knowledge and experience and discussing different approaches to working with developing more inclusive education for all children – including children and youth on the edge of the educational system. Since 2012 the Inclusive Education Team has, in close cooperation both on municipality- and institution level, worked on developing more inclusive environments for all children and youth age 0-18.

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Diversity as a source of creativity, new solutions and profit!

VIBRO (NO)
Fredrik Mosis, managing director and co-founder
Yvan Bayisabe, chairman of the board and co-founder

VIBRO is an organization focusing on engaging and empowering youth, and on how to encourage youth to actively participate in society. VIBRO facilitates projects that will break down barriers andcreate opportunities for youth. VIBRO is now developing an internship program for youth with global competence. They will partner with companies that are both interested in improving their workplace diversity and in need of interns. VIBRO Internship will be launched by end of this year.

In this practice showcase, Fredrik and Yvan from VIBRO will present and discuss their take on the challenge: How to acknowledge diversity as an opportunity and not a threat?

Mentoring and Intensive Learning for Children in Care

Learn for Life (Lær for livet - et initiativ fra Egmont Fonden) (DK)
Director Illa Westrup Stephensen

Illa Westrup Stephensen, Director of the Learning Programme “Lær for Livet” (Learn for Life) will share the experiences, that the organization now have after four years of working with mentoring and intensive learning in order to strengthen the educational competencies of children placed in care.

Poetic Inquiry’ as a Relational Tool for Dialoque

Anne Görlich, CeFU - Centre of Youth Research (DK)

This dialogic challenge will focus on ‘poetic inquiry’ as a relational tool for dialogue. I will present my work with poetic inquiry, introducing a ‘poetic collage’ based on my research with young people on the margins of the educational system and the methodology behind this work. After the presentation we will discuss and explore the possibilities for using poetic inquiry as a relational tool for dialogue when working with young people “on the edge”.

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Research Circle Project: Developing guidance counseling of vulnerable youths through research circles”

Docent Ulla Højmark Jensen, University College Absalon (DK)

The presentation will address the inequalities produced in the educational systems and the individual student’s vulnerability and abilities for becoming ready for secondary education. The presentation will focus on the competence development of counselors through the ’Research Circle Project’, Asking the question: How can research circles contribute to counselors professional growth and anchorage of new guidance methods in order to motivate more young people to commence and complete a secondary education?’

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Three pillars of education and caring relationships - Engaging young people at the margins

Dr. Scherto GillUniversity of Sussex/Guerrand-Hermès Foundation for Peace (UK)

In this presentation, I will share the story of a three-year pilot programme specially designed for and with a group of young people with special educational needs and disabilities (SENDs). The programme features three core pillars of human-centred education: (1) providing individual mentoring and guidance; (2) facilitating group-based emotional exploration; and (3) developing language and thinking capabilities. The pilot illustrates when these three pillars of education are located within an ethos of respect and caring relationships, they can truly help these young people at the margins become included in the learning community. 

Youth, motivation - and research impact on practice and policies

Professor MSO Noemi Katznelson, CeFU - Centre of Youth Research (DK)

This dialogic challenge will focus on how motivation to take an education can be stimulated in young adults on the margins of the labour market and educational system. I will present results from a comprehensive research project on motivation that deals with the paradox of having to motivate young adults with negative schooling experiences, interrupted education, absenteeism, etc to take an education. On the backdrop of the presentation I wish to discuss what roles research can play in order to support societal, practical and political policies in relation to young adults on the margin? How far should research go? And what are the means of researcher to influence and impact on practice and policies?

Youth, Team sports and Citizenship

Knud Ryom, Aarhus University & Professor Reinhard Stelter, University of Copenhagen

The intention of this dialogic challenge is to present the concrete efforts and results of a community psychological project engaging young boys with migrant background living on the margins of society in Copenhagen, Denmark. By a collective redevelopment of the local community and school, initiatives such as school football and group coaching was introduced to the participants, resulting in a more motivating school day, enhanced self-concept and a stronger social connectiveness. Through such new experiences the participants willingly engaged in the local community in new and meaningfull ways and perceived themselves and their friends in a new light. Results and concrete efforts from this project will be presented, ultimately discussing the potentiel and implication of this project with the participants.

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