CO-LEARNING IN YOUTH-ADULT EMANCIPATORY PARTNERSHIPS: THE WAY FORWARD?
Youth engagement continues to be a priority issues for Canadian governments and policy-makers. The focus on young people often negates the critical role that adults play in the process and implementation of youth engagement activities. The following article examines the evolution of youth engagement in Canada, and identifies the key theories and ways of thinking about involving youth that currently guide the field. The article attempts to examine how well-meaning adults concerned with genuine youth engagement re-imagine the possibilities of youth-adult engagement by exploring the ideas of adults and youth sharing civic learning outcomes, emancipatory goals, and iterative forms of reciprocal co-learning.
youth engagement, co-learning, youth-adult partnerships, transformational learning theory (TLT)
International Journal of Child, Youth & Family Studies
ISSN (online) 1920-7298
© University of Victoria
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