ABSTRACT

In this paper, we discuss core ideas arising from research undertaken in a Leverhulme Trust (IN2016-002) funded international network project. The project examined youth activism, engagement and the development of new civic learning spaces within and across six countries (Australia, Canada, England, Hungary, Lebanon and Singapore). Arising from interactions with activists and educators and by reviewing literature, we argue that four areas are important for assisting a critical analysis of the fundamental complexities that researchers, teachers, youth workers and youth themselves, are grappling with within and through their activism. These areas that address ways of characterising and developing the relationship between education and activism focus on: engagement with context; engagement with meaning; engagement with diversity; and engagement in reflexivity. We do not present these areas as a simplistic typology; each involves complexities that cannot be easily or readily resolved.

摘要

在本文中，我们讨论了在 Leverhulme Trust (IN2016-002) 资助的国际网络项目中进行的研究中产生的核心思想。该项目考察了六个国家（澳大利亚、加拿大、英国、匈牙利、黎巴嫩和新加坡）内部和跨过六个国家的青年行动主义、参与和新公民学习空间的发展。通过与活动家和教育家的互动以及回顾文献，我们认为四个领域对于帮助对研究人员、教师、青年工作者和青年本身正在努力解决的基本复杂性进行批判性分析非常重要。这些涉及描述和发展教育与行动主义之间关系的方法的领域侧重于：与环境的接触；参与意义；参与多样性；并参与反思。我们不会将这些领域呈现为简单的类型学；每一个都涉及无法轻易或容易解决的复杂性。