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    Re-visioning Schools as Educational Communities for Positive Youth Development (2008)

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    12614076_PCC 2008 youth dev paper.pdf (57.57Kb)
    Type of Content
    Conference Contributions - Published
    UC Permalink
    http://hdl.handle.net/10092/3165
    
    Publisher
    University of Canterbury. School of Sciences and Physical Education
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    • Education: Conference Contributions [228]
    Authors
    Bruce, J.
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    Abstract

    Schools have historically been sites of divisioning; dualistically positioned. Schools for the most part, exist in isolation from the communities they serve. Fences are a symbolic representation of this separation. The wearing of uniforms symbolises the separation of teachers from students. The term ‘student’ symbolises the divisioning of the young person as a whole being from the young person solely as a learner. Schools historically have divisioned power. Teachers make decisions and students follow. Teachers are authority figures in positions of power over students. Youth development as a paradigm challenges historical dualism in schools. Youth development promotes connectivity between family, schools, communities and young people. Youth development recognises the whole person and is strengths based in orientation. Youth development promotes youth participation and shared decision making and agency.

    Citation
    Bruce, J. (2008) Re-visioning Schools as Educational Communities for Positive Youth Development. Apia, Samoa: 32nd Annual Pacific Circle Consortium Conference, Sali Matagi: Navigating the winds of education change, 23-27 Jun 2008.
    This citation is automatically generated and may be unreliable. Use as a guide only.
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    https://hdl.handle.net/10092/17651

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    • Positive youth development through education: Addressing issues of dis/engagement in Aotearoa/New Zealand schools 

      Bruce J; Clelland T; Macfarlane S; Mikaere-Wallis N; Ruddenklau K; Taula J; Taula I (Te Ora Hou Aotearoa, 2014)
      Young people disengage from schooling for a range of complex reasons, and steps toward re-engagement are also often complex. This resource provides insight into factors leading to dis/engagement, and suggests a range of ...
    • Positive youth development through education: Addressing issues of dis/engagement in Aotearoa/New Zealand schools 

      Bruce J; Clelland T; Macfarlane S; Mikaere-Wallis N; Ruddenklau K; Taula J; Taula I (Te Ora Hou Aotearoa, 2014)
      Young people disengage from schooling for a range of complex reasons, and steps toward re-engagement are also often complex. This resource provides insight into factors leading to dis/engagement, and suggests a range of ...
    • Positive Youth Development in Aotearoa 

      Jansen, C.; Bruce, J.; Williams, A.; Campbell, J.; Pawson, P.; Harrington, J.; Major, D. (University of Canterbury. School of Sciences and Physical Education, 2010)
      Positive Youth Development (PYD) has been described as an “approach that guides communities in the way they organise programmes, people and supports so that young people can develop to their full potential “(Pittman). This ...
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