TY - JOUR
T1 - Factors that enhance and limit youth empowerment, according to social educators
AU - Llena Berñe, Asunción
AU - Planas-Lladó, Anna
AU - Vila-Mumbrú, Carles
AU - Valdivia-Vizarreta, Paloma
N1 - Funding information:
This study was supported by the Ministry of Economy and Competitiveness of the Government of Spain with Grant EDU2017-83249-R.
Publisher Copyright:
© 2023, Asunción Llena Berñe, Anna Planas-Lladó, Carles Vila-Mumbrú and Paloma Valdivia-Vizarreta.
PY - 2023/8/17
Y1 - 2023/8/17
N2 - Purpose: This study aims to identify the contextual and relational factors that enhance and limit the empowerment of young people from the perspective of social education professionals. Design/methodology/approach: Bronfenbrenner's bioecological model made it possible to locate the narratives of the educators in the territory. These narratives include field diaries, i.e. hybrid narratives that include visual, written and spoken materials, and focus groups with 11 educators from different fields of action and related to youth empowerment projects. Findings: According to these educators, the most important factors for empowering young people are their immediate environment, and the issues that affect them most. For these factors to be empowering, young people need to be accompanied, with support based on connectedness, horizontality and the creation of safe spaces and learning experiences. Both the microsystem and the mesosystem form the immediate reality for their action. Aware of this, educators do the work of connecting with the exosystem. Practical implications: It is evident why communities are spaces with opportunities for youth empowerment, and the authors observe the need for more transversal and less welfare-based social and youth policies that generate empowerment instead of dependency. Social implications: This methodology evidenced the environmental structures of educators and the dissimilar levels to explore and understand the work of educators and the complex interrelationships, which play an important role in empowerment processes. Originality/value: This research presents a new perspective that allows traditional qualitative reflection to be embedded in the bioecological model. All of this sheds light on relational ecosystems with young people and proposes youth policies, in this case, oriented towards empowerment.
AB - Purpose: This study aims to identify the contextual and relational factors that enhance and limit the empowerment of young people from the perspective of social education professionals. Design/methodology/approach: Bronfenbrenner's bioecological model made it possible to locate the narratives of the educators in the territory. These narratives include field diaries, i.e. hybrid narratives that include visual, written and spoken materials, and focus groups with 11 educators from different fields of action and related to youth empowerment projects. Findings: According to these educators, the most important factors for empowering young people are their immediate environment, and the issues that affect them most. For these factors to be empowering, young people need to be accompanied, with support based on connectedness, horizontality and the creation of safe spaces and learning experiences. Both the microsystem and the mesosystem form the immediate reality for their action. Aware of this, educators do the work of connecting with the exosystem. Practical implications: It is evident why communities are spaces with opportunities for youth empowerment, and the authors observe the need for more transversal and less welfare-based social and youth policies that generate empowerment instead of dependency. Social implications: This methodology evidenced the environmental structures of educators and the dissimilar levels to explore and understand the work of educators and the complex interrelationships, which play an important role in empowerment processes. Originality/value: This research presents a new perspective that allows traditional qualitative reflection to be embedded in the bioecological model. All of this sheds light on relational ecosystems with young people and proposes youth policies, in this case, oriented towards empowerment.
KW - Bioecological model
KW - Educators
KW - Youth empowerment
KW - Youth policies
UR - https://www.mendeley.com/catalogue/d453b411-376e-3154-b1f6-48b1c3493d57/
UR - https://portalrecerca.uab.cat/en/publications/06d1c77d-5f9e-4c25-8851-c6db6be94f50
U2 - 10.1108/QRJ-04-2023-0063
DO - 10.1108/QRJ-04-2023-0063
M3 - Article
AN - SCOPUS:85167676039
SN - 1443-9883
VL - 23
SP - 588
EP - 603
JO - Qualitative Research Journal
JF - Qualitative Research Journal
IS - 5
ER -