Pedagogy as Praxis: Education and training in initial professional education for Community Workers and Youth Workers
DOI:
https://doi.org/10.1921/jpts.v21i1-2.2050Keywords:
Pedagogy, Praxis, Community Work, Youth Work, Initial Professional Education and TrainingAbstract
This paper examines apraxis-focused pedagogical approach to professional formation in community work and youth work developed over four decades at the Department of Applied Social Studies, Maynooth University. The approach is rooted in collectivity, participation, and empowerment, and is based on Freirean and feminist analysis of social structures and embedded systemic discriminations including racism. It aims to develop critical praxis in students through an integrated curriculum grounded in theory and practice, a dialectic of classroom and fieldwork learning, interactive assessments, active student participation in their practice learning, mentoring from departmental staff and fieldwork supervisors. Taken together these elements model ‘pedagogy as praxis’.
References
References
All-Ireland Endorsement Body for Community Work Education and Training (2016) All Ireland Standards for Community Work. Community Work Ireland on behalf of the All-Ireland Endorsement Body for Community Work Education and Training Accessed Nov 2022 link here: https://www.cwi.ie/wp-content/uploads/2016/03/All-Ireland-Standards-for-Community-Work.pdf
Authors (2017)
Community Workers Co-op (2008) Towards Standards for Quality Community Work: An All-Ireland Statement of Values, Principles and Work Standards. Galway: CWC (Community Workers Cooperative). http://cwc.ie/cwc/resources/publications-2/towards-standards.html.
Authors (2009)
Authors (2009)
Department of Education and Science (1969) Youth and Community Work in the 70s: Proposals by the Youth Service Development Council (The ‘Fairbairn-Milson Report’). London: HMSO.
Giroux H. (2010) Rethinking Education as the Practice of Freedom: Paulo Freire and the Promise of Critical Pedagogy Policy Futures in Education, 8, 6, 715-721, DOI: 10.2304/pfie.2010.8.6.715
Government of Ireland (2001) Youth Work Act, 2001 Dublin; Dublin Stationery Office.
Hanson, K. (2012) Supporting the Development of Reflective Dispositions for Professional Practice, University of Worcester, [Accessed 25 October 2022 at https://tactyc.org.uk/pdfs/2013-conf-Hanson.pdf ]
hooks, bell (1994) Teaching to Transgress. Education as the practice of freedom, London: Routledge. 216 + x pages. Draws on Freire but looks to developing a feminist, engaged pedagogy relevant to multicultural contexts.
hooks, bell (2003) Teaching Community. A pedagogy of hope, New York: Routledge. 160 pages.
Koehn, D. (1994) The Ground of Professional Ethics, London; New York. Routledge
LaBoskey, V. and Richert, A. (2002) ‘Identifying good student teaching placements: A programmatic perspective’, Teacher Education Quarterly, 29(2): 7–34.
Ledwith, M. (2007) 'Reclaiming the radical agenda: a critical approach to community development' Concept 17(2): 8-12.
Ledwith, M. (2016) Community Development in Action: Putting Freire into Practice. Bristol: Policy Press.
Mayo, P. (2020) Praxis in Paulo Freire’s Emancipatory Politics, International Critical Thought, 10:3, 454-472, DOI: 10.1080/21598282.2020.1846585
Mezirow, J. (2009) Contemporary Theories of Learning – Learning Theorists in their own Words, Ed. Knud Illeris.
McArdle, O. (2020) Rocking the boat while staying in it: connecting ends and means in radical community work. Community Development Journal Vol 56 No 4 2021 pp. 714–733
Popple, K. (2015) Analysing Community Work. Maidenhead: Open University Press.
Sapin, K. (2013) Essential Skills for Youth Work Practice. Los Angeles: SAGE
Schon, D. A. (1991) The Reflective Practitioner, how professionals think in action, Ashgate.
Sercombe, H. (2010) Youth Work Ethics London: SAGE.
Smith, M. (1982). Creators Not Consumers: Rediscovering Social Education. Leicester: National Youth Agency. http://infed.org/mobi/mark-smith-creators-not-consumers-rediscovering-social-education/
Author (2011)
Thomas D.N. (1983) The Making of Community Work. London: George Allen & Unwin.
Treacy, D. (2009) Irish Youth Work: Exploring the potential for social Change ‘, in Forde, C., Kiely, E. and Meade, R. (eds.) Youth and Community Work in Ireland, Critical Perspectives. Dublin: Blackhall Publishers.
Webber, R. (1999) ‘Is there a difference between bungee jumping and field supervision?’. Paper presented to the HERDSA Annual Conference, Melbourne, 12-15 July 1999.
Webber, R. (2000a) ‘Field education practices in youth studies courses in England, USA and Canada’. Youth Studies Australia, 19:1.
Webber, R. (2000b) ‘Having a field day: The theory-practice conundrum in youth and community studies courses in England, USA and Canada’ Youth and Policy, 67: 55–67.
Wenger-Trayner, E. and Wenger-Trayner, B. (2015) An Introduction to Communities of Practice: a Brief Overview of the Concept and its Uses. https://www.wenger-trayner.com/introduction-to-communities-of-practice.
Wood, J. et al. (2014) Youth Work: Preparation for Practice. Abingdon, Oxon: Routledge.
Downloads
Published
How to Cite
Issue
Section
License
Copyright lies with the journal. Enquiries regarding reproduction should be sent in the first place to enquiries@whitingbirch.net.Accepted 2023-01-18
Published 2024-02-15