I Know What I Believe: Using Theory to Prepare Youth Workers
Keywords:Higher Education, Theory, Youth Development, Curriculum, Teacher narratives
AbstractIn this paper, we mobilize storied program moments to illustrate how we use a theoretical framework— Youth Work Ideologies — to help undergraduate students in a public university develop skills in observing, analyzing, and making decisions about their youth development practice. We first introduce the theoretical framework of our program, and then share three "storied moments.” The stories show students’ development in practice from playful classroom contexts to actual youth work settings. Ultimately, we show how this approach provides our students and us, the program faculty and staff, with a systematic and consistent way of critically thinking and acting within youth work practice.
Arnold, M. E. & Cater, M. (2011). From then to now: Emerging directions for youth program evaluation. Journal of Youth Development, 6(3).
Barcelona, R.J. & Quinn, W. (2011). Trends in youth development research topics: An integrative review of positive youth development research published in selected journals between 2001-2010. Journal of Youth Development, 6(3), 21-39.
Barone, T. (2009). Commonalities and variations: Notes on the maturation of the field of narrative research. Journal of Educational Research, 103(2), 149-153.
Bruner, J. (1977). The process of education (2nd edition). Cambridge, MA: Harvard University Press.
Craig, C. (2018). Metaphors of knowing, doing and being: Capturing experience in teaching and teacher education. Teaching and Teacher Education, 69, 300-311.
Curry, D., Schneider-Muñoz, A.J., Eckles, F. & Stuart, C. (2012). Assessing youth worker competence: National child and youth worker certification. In D. Fusco (Ed). Advancing youth work: Current trends, critical questions. New York, New York: Routledge, 27-38.
Flannagan, M. & Nissenbaum, H. (2014). Values in play in digital games. Cambridge MA: MIT Press.
Ginwright, S. & Cammarota. J. (2002). New terrain in youth development: the promise of a social justice approach. Social Justice, 29(4), 82-95.
Ginwright, S. & James, T. (2002). From assets to agents of change: Social justice, organizing and youth development. New Directions for Youth Development, 96, 27-46.
Larson, R. W., & Walker, K. C. (2010). Dilemmas of practice: Challenges to program quality encountered by youth program leaders. American Journal of Community Psychology, 45(3-4), 338-349.
Latta, M. & Kim, J. (2010). Narrative inquiry invites professional development: Educators claim the creative space of praxis. Journal of Educational Research, 103, 137-148.
Lesko, Nancy. (2001). Act your age!: a cultural construction of adolescence. New York: Routledge Falmer.
Lyons, N. (2009). Seeing into suspicion: Weighing the probabilities of contending narratives, developing as a narrative inquirer. Journal of Educational Research, 103(2), 103-112.
McDaniel, M. (2017). Social justice youth work: Actualizing youth rights. Journal of Youth Development,12(1), 136-148.
Pittman, K., Irby, M., Tolman, J., Yohalem, N., & Ferber, N. (2003). Preventing problems, promoting development, encouraging engagement: Competing priorities or inseparable goals? Based upon Pittman, K. & Irby, M. (1996). Preventing Problems or Promoting Development? Washington, DC: The Forum for Youth Investment, Impact Strategies, Inc. Available online at www.forumfyi.org.
Roholt, R.V., Baizerman, M., & Hildreth, R.W. (2013). Civic youth work: Co-creating democratic youth spaces. Oxford, UK: Oxford University Press.
Schiro, M. S. (2013). Curriculum Theory: Conflicting visions and enduring concerns. Los Angeles CA: Sage Publications, p. 263.
Sinek, Simon. (2009). Simon Sinek: How great leaders inspire action | Video on TED.com, TED Ideas Worth Spreading. Retrieved at May 23, 2019, from https://www.ted.com/talks/simon_sinek_how_great_leaders_inspire_action?language=en
Starr, E. & Gannett, E. (2016). Youth worker professional development: Moving from practicing the symbolic to working substantively. In K. M. Pozzoboni & B. Kirshner, Eds. The changing landscape of youth work: Theory and practice for an evolving field. Charlotte, NC: Information Age Publishing, 31-50.
Walker, K. C. (2010). The multiple roles that youth development program leaders adopt with youth. Youth & Society, 43(2), 635-655.
Walker, J.A., Gambone, M.A., & Walker, K.C. (2011). Reflections on a century of youth work and practice. Journal of Youth Development. 6(3), 7-19.
Walker, K. & Gran, C. (2010). Beyond Core Competencies: Practitioner Expertise as a Critical Component of Quality. University of Minnesota Extension Center for Youth Development. Retrieved from the University of Minnesota Digital Conservancy, http://hdl.handle.net/11299/195259.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others non-commercial use of the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).