TY - JOUR
T1 - RadioActive101-Learning through radio, learning for life
T2 - an international approach to the inclusion and non-formal learning of socially excluded young people
AU - Ravenscroft, A.
AU - Dellow, J.
AU - Brites, M. J.
AU - Jorge, A.
AU - Catalão, D.
N1 - Publisher Copyright:
© 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2020/7/28
Y1 - 2020/7/28
N2 - 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.
AB - 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.
KW - Non-formal learning
KW - contemporary skills
KW - internet radio
KW - pedagogical issues
KW - psychosocial dimensions
KW - socially excluded young people
UR - http://www.scopus.com/inward/record.url?scp=85051930202&partnerID=8YFLogxK
U2 - 10.1080/13603116.2018.1503739
DO - 10.1080/13603116.2018.1503739
M3 - Article
AN - SCOPUS:85051930202
SN - 1360-3116
VL - 24
SP - 997
EP - 1018
JO - International Journal of Inclusive Education
JF - International Journal of Inclusive Education
IS - 9
ER -