scholarly journals The Ethical Dilemma of Lifestyle Change: Designing for sustainable schools and sustainable citizenship

2018 ◽  
Vol 4 (1) ◽  
pp. 140-155
Author(s):  
Andrea Wheeler
Keyword(s):  
Young People ◽  
Best Practice ◽  
Learning Technologies ◽  
Luce Irigaray ◽  
Social Challenges ◽  
Innovative Learning ◽  
Michael Oakeshott ◽  
The Uk ◽  
Sustainable Schools

This paper explores how participation and sustainability are being addressed by architects within the Building Schools for the Future (BSF) programme in the UK. The intentions promoted by the programme are certainly ambitious, but the ways to fulfil these aims are ill-explored. Simply focusing on providing innovative learning technologies, or indeed teaching young people about physical sustainability features in buildings, will not necessarily teach them the skills they will need to respond to the environmental and social challenges of a rapidly changing world. However, anticipating those skills is one of the most problematic issues of the programme. The involvement of young people in the design of schools is used to suggest empowerment, place-making and to promote social cohesion but this is set against government design literature which advocates for exemplars, standard layouts and best practice, all leading to forms of standardisation. The potentials for tokenistic student involvement and conflict with policy aims are evident. This paper explores two issues: how to foster in young people an ethic towards future generations, and the role of co-design practices in this process. Michael Oakeshott calls teaching the conversation of mankind. In this paper, I look at the philosophy of Hannah Arendt, Emmanuel Levinas, Maurice Merleau-Ponty and Luce Irigaray to argue that investigating the ethical dilemmas of the programme through critical dialogue with students offers an approach to meeting government objectives, building sustainable schools, and fostering sustainable citizenship.

scholarly journals Navigating an Uncertain Labor Market in the UK: The Role of Structure and Agency in the Transition from School to Work

2020 ◽  
Vol 688 (1) ◽  
pp. 77-92
Author(s):  
Ingrid Schoon
Keyword(s):  
Higher Education ◽  
Young People ◽  
School To Work ◽  
Occupational Attainment ◽  
Employment Opportunities ◽  
Age Cohorts ◽  
Structure And Agency ◽  
The Uk ◽  
Career Options

This article reviews the evidence on young people in the UK making the transition from school to work in a changing socioeconomic climate. The review draws largely on evidence from national representative panels and follows the lives of different age cohorts. I show that there has been a trend toward increasingly uncertain and precarious employment opportunities for young people since the 1970s, as well as persisting inequalities in educational and occupational attainment. The joint role of social structure and human agency in shaping youth transitions is discussed. I argue that current UK policies have forgotten about half of the population of young people who do not go to university, by not providing viable pathways and leaving more and more young people excluded from good jobs and employment prospects. Recommendations are made for policies aimed at supporting the vulnerable and at provision of career options for those not engaged in higher education.

Hidden speech, private thoughts: a case study in peer conversation and educational choice

2021 ◽  
Vol 23 (1) ◽  
pp. 148-168
Author(s):  
Cherry Canovan ◽  
Rory McDonald ◽  
Naomi Fallon
Keyword(s):  
Young People ◽  
Widening Participation ◽  
Educational Choice ◽  
Older Students ◽  
Friendship Group ◽  
Great Relevance ◽  
The Uk ◽  
Peer Conversation

The role of peer and friendship-group conversation in educational and career choices is of great relevance to widening participation (WP) practitioners, but has been little studied in recent years. We interviewed young people and WP practitioners in Carlisle, an isolated city in the UK, to interrogate this subject. We found that young people were clearly discussing their future choices, sometimes overtly and sometimes in 'unacknowledged conversations'. However some topics and ambitions were seen as 'too private' to discuss; all of our young people had a plan for the future, but many believed that some of their friends did not, possibly because of this constraint. We also discuss the role of older students in informing choices, the phenomenon of 'clustering' that can lead to young people funnelli ng into certain options, and the role that geographical isolation might play in exacerbating some effects. Finally we give some recommendations for WP practice based on these findings.

scholarly journals Young People’s Services in an Age of Neoliberalism

2010 ◽  
Vol 8 (2) ◽  
pp. 189-206
Author(s):  
Graham Brotherton ◽  
Christina Hyland ◽  
Iain Jones ◽  
Terry Potter
Keyword(s):  
Higher Education ◽  
Young People ◽  
Higher Education Policy ◽  
Coalition Government ◽  
Youth Services ◽  
Policy Initiatives ◽  
The United Kingdom ◽  
The Uk ◽  
The Way

Abstract This article brings together four different perspectives which explore the way in which various policy initiatives in recent years have sought to construct young people resident in the United Kingdom within particular policy discourses shaped by neoliberalism. In order to do this it firstly considers the way in which the assumptions of neoliberalism have increasingly been applied by the new Coalition Government to young people and the services provided for them; it then considers the particular role of New Labour in the UK in applying these ideas in practice. Specific examples from the areas of young people’s participation in youth services and higher education policy are then considered.

scholarly journals Knowledge Transfer Openness Matrix Facilitating Accessibility in UK Management Education Teaching

2017 ◽  
pp. 230-252
Author(s):  
Jonathan D. Owens ◽  
Usman Talat
Keyword(s):  
Higher Education ◽  
Knowledge Transfer ◽  
Teaching And Learning ◽  
Empirical Investigation ◽  
Management Education ◽  
Learning Technologies ◽  
The Matrix ◽  
The Uk ◽  
Uk Higher Education

This is an empirical investigation considering how the Knowledge Transfer Openness Matrix (KTOM) could facilitate accessibility and Knowledge Transfer (KT) for the UK Higher Education (HE) Management Education Teaching when utilising learning technologies. Its focus is where learning technologies applications currently assist the KT process and support accessibility for the HE teacher and learner. It considers the philosophy of openness, focusing on its usefulness to support accessibility within UK HE Management Education Teaching. It discusses how the openness philosophy may assist the KT process for the HE teacher and learners using learning technologies. In particular, the potential to support accessibility within HE Management Education Teaching environments is appraised. There appear several implications for both teachers and learners. These are characterized in the proposed KTOM. The matrix organises KT events based on the principles of the openness philosophy. The role of learning technologies in events is illustrated with regard to teaching and learning accessibility.

scholarly journals Social Inclusion, Participation and Citizenship in Contexts of Neoliberalism: Examples of Adult Education Policy and Practice with Young People in the UK, The Netherlands and Ireland

2021 ◽  
pp. 57-78
Author(s):  
Nathalie Huegler ◽  
Natasha Kersh
Keyword(s):  
Adult Education ◽  
Young People ◽  
The Netherlands ◽  
Social Inclusion ◽  
Structural Barriers ◽  
Policy And Practice ◽  
Policy Makers ◽  
Economic Perspectives ◽  
The Uk

AbstractThis chapter focuses on contexts where public discourses regarding the education of young adults have been dominated by socio-economic perspectives, with a focus on the role of employment-related learning, skills and chances and with active participation in the labour market as a key concern for policy makers. A focus on ‘employability’ alone has been linked to narrow conceptualisations of participation, inclusion and citizenship, arising in the context of discourse shifts through neoliberalism which emphasise workfare over welfare and responsibilities over rights. A key critique of such contexts is that the focus moves from addressing barriers to participation to framing social inclusion predominantly as related to expectations of ‘activation’ and sometimes, assimilation. Key target groups for discourses of activation include young people not in education, employment or training (‘NEET’), while in- and exclusion of migrant and ethnic minority young people are often framed within the complex and contradictory interplay between discourses of assimilation and experiences of discrimination. These developments influence the field of adult education aimed at young people vulnerable to social exclusion. An alternative discourse to ‘activation’ is the promotion of young people’s skills and capabilities that enables them to engage in forms of citizenship activism, challenging structural barriers that lead to exclusion. Our chapter considers selected examples from EduMAP research in the UK, the Netherlands and Ireland which indicate that as well as framing the participation of young people as discourses of ‘activation’, adult education can also enable and facilitate skills related to more activist forms of citizenship participation.

scholarly journals The Making of Democratic Actors: Counting the Costs of Public Cuts in the UK on Young People’s Steps Towards Citizenship

2018 ◽  
Author(s):  
Darren Sharpe
Keyword(s):  
Young People ◽  
Case Studies ◽  
Qualitative Studies ◽  
Behaviour Pattern ◽  
Youth Empowerment ◽  
Youth Services ◽  
Political Debates ◽  
The Uk ◽  
Challenging Question

This paper provides a synthesis of qualitative studies, examining youth empowerment projects and initiatives which have encouraged young people to have a voice in local, regional and national political debates. Specifically, the article examines the role of UK youth services in building the spirit of citizenship in young people against the challenging question of the changing behaviour pattern and profiles of young British electorates. To do this, the paper draws on four case studies to help rethink the critical moments for disadvantaged and vulnerable young people in their journeys towards citizenship. The article, presents the advantages and limitations of the youth sector to enrich and furnish the spirit of citizenship in today’s youth and argues for a more innovative role in the part played by the state in an era of austerity.

scholarly journals Follow the yellow brick road: The passeur , the gatekeeper and the young migrant film-maker

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Stephanie Hemelryk Donald
Keyword(s):  
Young People ◽  
Research Project ◽  
Children And Young People ◽  
Film Maker ◽  
Film Education ◽  
World Cinema ◽  
The Uk ◽  
Film Making ◽  
The Relationship

In the first part of this article, the author reflects on her experience of making filmmaking workshops with young people in Australia, China and the UK an integral component of a research project on the representation of child migrants and refugees in world cinema. She then sets her approach to these workshops in the context of Alain Bergala's ideas about film education, of which she had initially been unaware. In discussing a couple of further workshops that she ran in the UK and Australia as part of the 'Cinéma, cent ans de jeunesse' programme, she focuses particularly on the benign or obstructive role of institutional gatekeepers , who act as intermediaries or agents determining the terms of access to children and young people for film educators, researchers and practitioners. The legal, protective and ethical dimensions of the relationship between educator, gatekeeper and participating students are discussed. The article cites cases in which the interaction worked well, and others in which it proved problematic. The functions, responsibilities and potential drawbacks of gatekeepers are compared with Bergala's conception of the pedagogic role of the passeur – a figure who also holds power in relation to young people's access to film and film-making, but one that connotes positive, even magical, properties.

scholarly journals Clozapine prescribing in adolescent psychiatry: survey of prescribing practice in in-patient units

2005 ◽  
Vol 29 (10) ◽  
pp. 377-380 ◽  
Author(s):  
Giovanni Cirulli
Keyword(s):  
Young People ◽  
Adolescent Psychiatry ◽  
Best Practice ◽  
Child And Adolescent Psychiatry ◽  
Effective Drug ◽  
Clinical Implications ◽  
Treatment Resistant ◽  
Practice Recommendations ◽  
Prescribing Practice ◽  
The Uk

Aims and MethodClozapine is an effective drug in treatment-resistant schizophrenia, but it seems to be prescribed for few patients under the age of 18 years. This study reports a survey of consultant psychiatrists working in adolescent units in the UK, looking at their use of clozapine and experience with it.ResultsOut of 83 clinicians, 59 responded (71%). More than 40% of respondents do not use clozapine, and those who do may not always be following best practice recommendations. Reasons for not using clozapine, beliefs about its effectiveness and problems encountered in its use are described.Clinical ImplicationsClozapine may not always be made available to young people with treatment-resistant schizophrenia. There is a need for more education, guidance and debate on clozapine use in child and adolescent psychiatry.

scholarly journals Mathematics delivering the advantage: the role of mathematicians in manufacturing and beyond

2017 ◽  
Vol 473 (2201) ◽  
pp. 20170094 ◽  
Author(s):  
Vicki Saward
Keyword(s):  
Young People ◽  
Manufacturing Sector ◽  
Industrial Base ◽  
Wide Range ◽  
Manufacturing Sectors ◽  
The Uk

Much has been written about the benefits that mathematics can bring to the UK economy and the manufacturing sector in particular, but less on the value of mathematicians and a mathematical training. This article, written from an industry perspective, considers the value of mathematicians to the UK's industrial base and the importance to the UK economy of encouraging young people in the UK to choose to study mathematics at school as a gateway to a wide range of careers. The points are illustrated using examples from the author's 20 years' experience in the security and intelligence and manufacturing sectors.

scholarly journals PAH-CHD: transition to adulthood

2020 ◽  
Vol 4 (S1) ◽  
Author(s):  
Andrew Constantine ◽  
Robert M. R. Tulloh ◽  
Rebecca Turquet ◽  
Konstantinos Dimopoulos ◽  
Shahin Moledina
Keyword(s):  
Congenital Heart Disease ◽  
Young People ◽  
Transition To Adulthood ◽  
Congenital Heart ◽  
Best Practice ◽  
Transition Care ◽  
Pulmonary Arterial ◽  
The Uk ◽  
Adult Medicine

Abstract Background A structured transition provides a framework of care that bridges the gap between paediatric and adult medicine. It is essential for achieving continuity of care and providing support and education around the challenging period of adolescence for young people with pulmonary arterial hypertension associated with congenital heart disease (PAH-CHD). Presentation In this review of transition care in PAH-CHD, we evaluate the evidence supporting a structured programme of transition care and review the current principles and ‘best practice’ standards for transition in the UK. In the second part of the review, we highlight some important areas of education that are relevant to adolescents with PAH-CHD, including health education, exercise and participation in sports, pregnancy and contraception, employment, and driving. Conclusions As the number of young people embarking on transition continues to increase, the challenge is set to continue to improve the quality of care for our patients within the framework of available resources.

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