Re-engaging incarcerated children and young people with education and learning using Authentic Inquiry in Italy, Spain, Germany and the UK

Shafi, Adeela ORCID: 0000-0002-6265-5024, Middleton, Tristan ORCID: 0000-0001-8111-3856 and Jones, Chris ORCID: 0000-0003-0825-5860 (2023) Re-engaging incarcerated children and young people with education and learning using Authentic Inquiry in Italy, Spain, Germany and the UK. Cambridge Journal of Education, 53 (6). pp. 803-824. doi:10.1080/0305764X.2023.2230161

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Abstract

Children and young people who come into conflict with the law tend to be disengaged with education and learning. This paper reports on research from an EU Erasmus+ project in Spain, Italy, Germany and UK. The research focused on the impact of Authentic Inquiry (AI) on learners in custodial or youth justice settings and the impact on educators and their pedagogy. Quantitative data (from 82 educators and 73 young people), demonstrated the young people could be re-engaged with education and learning as evidenced in the change in learning power profiles. Qualitative data (from 16 educators and 14 young people) showed the greatest impact to be on the emotional component of engagement. The AI had an impact on educators as learners by improved learning power profiles and on their pedagogical approach. Ways to embed the approach into education in youth justice settings in the different country contexts are discussed.

Item Type:	Article
Article Type:	Article
Uncontrolled Keywords:	Custodial settings; Disengagement; Engagement; Incarcerated children; Young offenders
Subjects:	L Education > LB Theory and practice of education
Divisions:	Schools and Research Institutes > School of Education and Science
Research Priority Areas:	Society and Learning
Depositing User:	Tristan Middleton
Date Deposited:	10 Jul 2023 14:23
Last Modified:	13 Nov 2023 11:45
URI:	https://eprints.glos.ac.uk/id/eprint/12864

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