Abstract
Out-of-school youth are often characterized as at risk, idle, or troublemakers and are essentially excluded from being citizens of their societies. In Tanzania and Uganda, where this study took place, youth who have not completed their secondary education are excluded from further education and formal work and are often not considered members of their community. This article puts forward capabilities and capability-enhancing pedagogies for formal and non-formal education settings that aim to foster greater inclusion and equality for such youth. Drawing on a 5-year study of youth in Tanzania and Uganda, the article identifies two capabilities, recognition and imagining alternative futures, that can be fostered through educational practices. Educational practices that change unjust social structures and relations are described, illustrating how they go beyond both capabilities that are individually focused, and critical pedagogy’s emphasis on raising awareness of social injustices, but not necessarily resulting in social changes.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 99-113 |
| Number of pages | 15 |
| Journal | Education, Citizenship and Social Justice |
| Volume | 16 |
| Issue number | 2 |
| DOIs | |
| State | Published - Dec 24 2019 |
Bibliographical note
Funding Information:https://orcid.org/0000-0002-6084-8447 DeJaeghere Joan University of Minnesota, USA Joan DeJaeghere, Department of Organizational Leadership, Policy and Development, University of Minnesota, Minneapolis, MN 55455-2020, USA. Email: Deja0003@umn.edu 12 2019 1746197919886859 © The Author(s) 2019 2019 SAGE Publications Out-of-school youth are often characterized as at risk, idle, or troublemakers and are essentially excluded from being citizens of their societies. In Tanzania and Uganda, where this study took place, youth who have not completed their secondary education are excluded from further education and formal work and are often not considered members of their community. This article puts forward capabilities and capability-enhancing pedagogies for formal and non-formal education settings that aim to foster greater inclusion and equality for such youth. Drawing on a 5-year study of youth in Tanzania and Uganda, the article identifies two capabilities, recognition and imagining alternative futures, that can be fostered through educational practices. Educational practices that change unjust social structures and relations are described, illustrating how they go beyond both capabilities that are individually focused, and critical pedagogy’s emphasis on raising awareness of social injustices, but not necessarily resulting in social changes. capability approach educational pedagogies imagining alternative futures recognition youth edited-state corrected-proof typesetter ts1 Funding The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The study was conducted in partnership with the Mastercard Foundation. All views expressed herein are mine and they do not necessarily reflect the position or policy of the Mastercard Foundation, or its partners. ORCID iD Joan DeJaeghere https://orcid.org/0000-0002-6084-8447
Publisher Copyright:
© The Author(s) 2019.
Keywords
- capability approach
- educational pedagogies
- imagining alternative futures
- recognition
- youth