International audienceIn this chapter, we focus on the links between learning and processes of informal participation. We do this by closely examining some of the activities of Welcome, an association created by a small group of volunteers in 2016 in Rennes with the aim of delivering French classes to people in exile. This particular case study was conducted within the framework of the Partispace project as an example of informal participation organised by and addressed to young people. Welcome is an interesting case for exploring learning and processes of informal participation, for several reasons: it is a young association, created in 2016; its organisation and activities can be characterised as informal as it operates without any public...
In this paper and based on in-depth interviews with young people aged 14-25 years who are active in ...
This chapter focuses on learning from action research projects conducted with young people as part o...
International audienceIt is widely recognised that tertiary education does not provide all of the kn...
Young People and the Struggle for Participation rethinks dominant concepts and meanings of participa...
International audienceYoung People and the Struggle for Participation rethinks dominant concepts and...
Formal settings of youth participation such as youth and student councils aim to educate young peopl...
The purpose of this study is to examine the link between volunteer work and informal learning among ...
Abstract Participation is a key issue in understanding didactic dynamics. On the one ...
During the last years, studies coming from different disciplines have shed light on the multiple for...
Abstract Volunteering in the field of migration/refuge opens up a potential learning space for the a...
The objectives of this work package (see Partispace proposal) were to involve young people in local,...
Youth participation has gained increased prominence within recent policies and is expected to serve ...
A growing number of reflective and critical voices around participatory research practices have ques...
none1siThe project Spaces and Styles of Participation (PARTISPACE) starts from the assumption that a...
A growing number of reflective and critical voices around participatory research practices have ques...
In this paper and based on in-depth interviews with young people aged 14-25 years who are active in ...
This chapter focuses on learning from action research projects conducted with young people as part o...
International audienceIt is widely recognised that tertiary education does not provide all of the kn...
Young People and the Struggle for Participation rethinks dominant concepts and meanings of participa...
International audienceYoung People and the Struggle for Participation rethinks dominant concepts and...
Formal settings of youth participation such as youth and student councils aim to educate young peopl...
The purpose of this study is to examine the link between volunteer work and informal learning among ...
Abstract Participation is a key issue in understanding didactic dynamics. On the one ...
During the last years, studies coming from different disciplines have shed light on the multiple for...
Abstract Volunteering in the field of migration/refuge opens up a potential learning space for the a...
The objectives of this work package (see Partispace proposal) were to involve young people in local,...
Youth participation has gained increased prominence within recent policies and is expected to serve ...
A growing number of reflective and critical voices around participatory research practices have ques...
none1siThe project Spaces and Styles of Participation (PARTISPACE) starts from the assumption that a...
A growing number of reflective and critical voices around participatory research practices have ques...
In this paper and based on in-depth interviews with young people aged 14-25 years who are active in ...
This chapter focuses on learning from action research projects conducted with young people as part o...
International audienceIt is widely recognised that tertiary education does not provide all of the kn...