Abstract
Liverpool, England, is a city of high deprivation. Statistically, 27 % young people aged 16–24 are not in education, employment, or training. Government initiatives to remedy this situation have had limited impact, as most follow traditional pedagogic principles that do not engage or motivate the learner. Grounded in Heron’s participatory world view, and reflecting personal values of fairness and social justice, the authors collaborated on a project in which a participatory action research methodology was used to engage young people and other community members in a process that enabled participants to achieve learning outcomes as identified by the government funding body. All involved gained vocational qualifications in Customer Service, Food Hygiene, and Employability.
The original version of this chapter was revised. An erratum to this chapter can be found at DOI 10.1057/978-1-137-40523-4_50.
An erratum to this chapter can be found at http://dx.doi.org/10.1057/978-1-137-40523-4_50
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Mason, G., Walton, J. (2017). Creating a Pedagogy of Vocational Training for Young People Not in Education, Employment, or Training. In: Rowell, L., Bruce, C., Shosh, J., Riel, M. (eds) The Palgrave International Handbook of Action Research. Palgrave Macmillan, New York. https://doi.org/10.1057/978-1-137-40523-4_12
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DOI: https://doi.org/10.1057/978-1-137-40523-4_12
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