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Life Skills Education for Youth : Critical Perspectives.

Bibliographic Details
Main Author: DeJaeghere, Joan.
Other Authors: Murphy-Graham, Erin.
Format: eBook
Language:English
Published: Cham : Springer International Publishing AG, 2021.
Edition:1st ed.
Series:Young People and Learning Processes in School and Everyday Life Series
Subjects:
Electronic books.
Online Access:Click to View
Table of Contents:
  • 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.
  • 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.
  • 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.
  • 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.
  • 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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