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10293nam a22004573i 4500 |
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EBC6811607 |
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20231204023220.0 |
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231204s2021 xx o ||||0 eng d |
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|a 9783030852146
|q (electronic bk.)
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|z 9783030852139
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|a (MiAaPQ)EBC6811607
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|a (Au-PeEL)EBL6811607
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|a (OCoLC)1321806486
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|a MiAaPQ
|b eng
|e rda
|e pn
|c MiAaPQ
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|a HQ2035-2039
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|a DeJaeghere, Joan.
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|a Life Skills Education for Youth :
|b Critical Perspectives.
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|a 1st ed.
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|a Cham :
|b Springer International Publishing AG,
|c 2021.
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|c ©2022.
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|a 1 online resource (283 pages)
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|a text
|b txt
|2 rdacontent
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|a computer
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|2 rdamedia
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|a online resource
|b cr
|2 rdacarrier
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|a Young People and Learning Processes in School and Everyday Life Series ;
|v v.5
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|a Intro -- Acknowledgments -- Contents -- Contributors -- Abbreviations -- List of Figures -- List of Tables -- Chapter 1: Introduction -- Life Skills in Low- and Middle-Income Countries -- The Purpose of Life Skills: To Live Life Well -- Contributions of the Volume and Chapter Summaries -- Conclusions -- References -- Chapter 2: Life Skills Education for Youth in Developing Countries: What Are They and Why Do They Matter? -- Introduction: Clarifying the Muddy Waters of Life Skills Education -- Skill as the Ability to Do Something Well -- Review and Analysis of Life Skills Education -- Findings: What Are Skills and Why Do They Matter for Education? -- Life Skills for Prevention -- Skills for Labor Market Productivity -- Life Skills for Quality Education -- Conclusion -- References -- Chapter 3: Social and Emotional Learning: From Conceptualization to Practical Application in a Global Context -- Introduction -- What Is Social and Emotional Learning? -- Relevance of Social and Emotional Learning to International Education and Development Goals -- Distinguishing Social and Emotional Learning from Life Skills Education -- Complexity in the Field of Social and Emotional Learning -- A Lack of Consensus, Clarity, and Precision -- Responding to the Challenge: Explore SEL Website and Coding System -- Comparing Frameworks, Programs, and Measures for Social and Emotional Learning -- A Closer Look at SEL Frameworks -- On Which Skills Do SEL Frameworks Focus? -- A Closer Look at SEL Programs -- Which Skills and Competencies Do SEL Programs Build? -- A Closer Look at Measures of Social-Emotional Development -- Which Skills and Competencies Do Measures of Social-Emotional Development Assess? -- How Do SEL Measures Take Context into Consideration? -- Discussion of Alignment Between SEL Frameworks, Programs, and Measures -- Conclusion -- References.
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|a Chapter 4: Reframing Life Skills: From an Individualistic to a Relational Transformative Approach -- Introduction -- Life Skills as Individualistic Behaviors for Social and Economic Success -- Life Skills Education for Girls -- Life Skills Education for Boys -- Life Skills as Relational and Transformative -- Redefining Life Skills Toward Achieving Justice -- References -- Chapter 5: Empowering Girls Through Sport: A Gender Transformative Approach to Life Skills? -- Introduction -- Theoretical Framework -- Methodology -- Findings: From Normative to Transformative Approaches -- Normative Constructions of Life Skills -- Context-Dependent Constructions of Life Skills -- Toward More Transformative Possibilities -- Limitations and Opportunities for Further Insight -- Conclusion -- References -- Chapter 6: Workforce Skills Curriculum Development in Context: Case Studies in Rwanda, Algeria, and the Philippines -- Introduction -- Influences of an International Community of Practice -- Contextualization -- Pedagogy -- Sustainability and Scale -- Rwanda: Work Ready Now (Education Development Center) -- Country Context -- Contextualization -- Pedagogy -- Sustainability and Scale -- Algeria: WorkLinks (World Learning) -- Country Context -- Contextualization -- Pedagogy -- Sustainability and Scale -- Philippines: Soft Skills Training and Empowerment Program (10ThousandWindows) -- Country Context -- Contextualization -- Pedagogy -- Sustainability and Scale -- Discussion and Conclusion -- References -- Chapter 7: Life Skills Education for Urban Youth in Honduras and Guatemala: A Capability Analysis of the Sports-Based Job Training Program A Ganar -- Introduction -- Theoretical Framework: Education from a Capability Perspective -- Research Context: A Ganar in Guatemala and Honduras -- Methodology: Qualitative Case Study -- Data Analysis -- Findings.
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|a Preconditions of Capabilities: Altered Attitudes and Beliefs Including Not Feeling Stuck, Improved Self-Confidence, and Altered Work Ethic -- Capabilities and Functionings Through A Ganar Participation: Building Relationships and Social Ties -- Structural Constraints of the Honduran and Guatemalan Contexts -- Discussion -- What Counts as Success: Means and Ends of Life Skills Education -- Values in Life Skills Programming -- Conversion Factors Limit the Robustness of Capabilities -- Conclusion -- References -- Chapter 8: Career Life Skills for 10th Grade Boys in Delhi, India: Mapping Information Literacies for Sustainable Development -- Introduction -- Education for Sustainable Development and Career Guidance -- Critically Analyzing Information Literacies -- The Research Project -- Data Collection Methods -- Data Analysis -- Boys' Information Literacy Practices and Career Information Landscapes -- Mapping Boys' Information Sources and Processes of Assigning Cognitive Authority -- Mapping the Asymmetrical Topographies or "Bumps": Gendering the Labor Market Information Landscape -- Caste, Ethnicity, and Socioeconomic Differentiation of the Career Information Landscape -- Producing Videos to Reveal Local Inequalities -- Transforming Career Information Landscapes Through Collective Sharing -- Discussion -- Conclusion -- References -- Chapter 9: A Life Knowledge Approach to Life Skills: Empowering Boys with New Conceptions of Masculinity -- Introduction -- In Order to Be Transformative, Education Must Be Transformed: The Prerna School -- SHEF's Life Knowledge Approach to Life Skills -- Prerna Girls' School: Classrooms as 'Radical Spaces of Possibility' -- What About Our Boys? Classrooms as Spaces of Radical Possibility and Care -- Developing a Critical Feminist Consciousness in Boys: Our Approach -- Schools as Safe Spaces and Sanctuaries.
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|a Training Teachers -- What Can Boys Do and Who Can They Be? Action Research About How Boys Develop Critical Life Knowledge and Skills at Prerna School -- Methodology: Action Research for Organizational Improvement -- Findings -- Confidence and Self-Expression -- Increased Gender Sensitization -- Influencing Their Families and Advocating for Their Sisters -- Change in their Perceptions of Manhood -- Understanding Social Inequalities More Comprehensively -- Conclusion -- References -- Chapter 10: Fostering Critical Thinking as a Life Skill to Prevent Child Marriage in Honduras: The Case of Holistic Education for Youth (HEY!) -- Introduction -- Research Context and Background -- Secondary Education in Honduras -- Methodology -- Data Analysis -- Understanding Child Marriage in Rural Areas of Honduras Through the Identification of Problems That Cause Child Marriage -- Brief Description of HEY!'s Curriculum Implementation Design -- Understanding the Change Process: The Roles of Critical Thinking and Cognitive Dissonance -- Pedagogies to Support the Incorporation of Critical Thinking and Cognitive Dissonance in the Classroom -- Examining Critical Thinking and Cognitive Dissonance During and After the Implementation of HEY! -- Dialogue, Critical Mirrors, and Re-examining Assumptions -- Assessing Critical Thinking Through Scenarios -- Experiencing Discomfort and Hope: How Critical Thinking Can Lead to Cognitive Dissonance -- From Class to Life: How Can Studying HEY!'s Curriculum Influence Students' Decisions and Actions? -- Conclusion -- References -- Chapter 11: Life Skills Education in Ethiopia: Afar Pastoralists' Perspectives -- Introduction -- Pastoralist Education Context in Ethiopia -- Formal Education and Curriculum: A Concern for Relevance -- Methodology -- Afar Perspectives on Life Skills -- Afar Perspectives: Shared Voices About What Matters Most.
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|a Formal Schooling and Traditional Learning -- Curriculum Content Analysis -- Foundational Life Skills Intended Under the National Framework: Curriculum Analysis -- Life Skills That Matter Most to Pastoralists: Curriculum Analysis -- Discussion and Conclusion -- References -- Chapter 12: Concluding Thoughts on Life Skills Education for Youth -- Introduction: Which Life Skills? It Depends -- Theme 1: Teaching Life Skills Helps Marginalized Adolescents, But Not in Isolation -- Theme 2: Convergence Around Certain Life Skills Domains, with an Emphasis on Critical Thinking -- Theme 3: How Life Skills Are Taught Matters as Much as Which Skills Are Taught -- Final Thoughts for the Way Forward -- Governments May Not Want It -- Life Skills Programs Are Complex to Implement and Measure -- We Must Contend with the Risk of Unintended Consequences.
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|a Description based on publisher supplied metadata and other sources.
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|a Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2023. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
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|a Electronic books.
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| 700 |
1 |
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|a Murphy-Graham, Erin.
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| 776 |
0 |
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|i Print version:
|a DeJaeghere, Joan
|t Life Skills Education for Youth
|d Cham : Springer International Publishing AG,c2021
|z 9783030852139
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| 797 |
2 |
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|a ProQuest (Firm)
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| 830 |
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0 |
|a Young People and Learning Processes in School and Everyday Life Series
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| 856 |
4 |
0 |
|u https://ebookcentral.proquest.com/lib/matrademy/detail.action?docID=6811607
|z Click to View
|
