ABSTRACT

The aim of this article is to analyse the educational strategies used by educators in out-of-school educational programmes for young people between 12 and18 years old. Taking an ethnographic approach, data collection was carried out through participant observation at seven programme sites where the participants assumed different levels of responsibility. The ‘youth-adult partnership’, which involves people of different ages working together to spark changes in their environment, was used as an analytical framework. The main results showed the use of similar strategies across the different sites, notably including the establishment of relationships of trust and support, giving participants a voice in decision-making processes, and developing critical thinking. However, the type of task, the time spent on it and consistency in relationships seemed to be key factors in choosing specific strategies that encouraged involvement and decision-making.

摘要

本文的目的是分析教育工作者在针对 12 至 18 岁青少年的校外教育计划中使用的教育策略。采用民族志方法，通过参与者在七个项目地点进行观察来收集数据，参与者在这些地点承担不同级别的责任。“青年-成人伙伴关系”涉及不同年龄段的人共同努力以激发他们环境的变化，被用作分析框架。主要结果表明在不同地点使用了类似的策略，特别是包括建立信任和支持关系、让参与者在决策过程中发表意见以及培养批判性思维。然而，任务的类型，