Researching Interrelations of formal and informal Learning in early Adolescence form a Critical Race Perspective
Publikation: Beiträge in Sammelwerken › Kapitel › begutachtet
Standard
Advancing Multicultural Dialogues in Education. Hrsg. / Richard Race. Cham: Palgrave Macmillan, 2017. S. 295-312.
Publikation: Beiträge in Sammelwerken › Kapitel › begutachtet
Harvard
APA
Vancouver
Bibtex
}
RIS
TY - CHAP
T1 - Researching Interrelations of formal and informal Learning in early Adolescence form a Critical Race Perspective
AU - Wischmann, Anke
PY - 2017/1/1
Y1 - 2017/1/1
N2 - Wischmann considers how different modes of learning in early adolescence are interrelated and at the same time interwoven with racialising and racist practices and structures and how this impacts educational trajectories of young people. Particularly in the transition between childhood and adolescence, a modification of learning spaces and forms takes place, beyond the major contexts of schooling and family. The author highlights the differentiation between formal, informal and also non-formal learning changes which become more conscious and generates a relationship that has impact on future educational developments. Formal learning takes place in educational institutions and is highly structured, organised and related to—often certified—achievement. Non-formal learning is learning in semi-structured contexts like music schools or sport clubs; informal learning is not framed by any kind of educational intention. Wischmann argues it takes place in various contexts and is not necessarily intended and can be implicit. How the relationships between these different forms of learning are configured on the individual’s experiences is underlined but also on social conditions that operate within given social structures and power relations. The chapter concludes with how formal and informal education affects multicultural dialogues.
AB - Wischmann considers how different modes of learning in early adolescence are interrelated and at the same time interwoven with racialising and racist practices and structures and how this impacts educational trajectories of young people. Particularly in the transition between childhood and adolescence, a modification of learning spaces and forms takes place, beyond the major contexts of schooling and family. The author highlights the differentiation between formal, informal and also non-formal learning changes which become more conscious and generates a relationship that has impact on future educational developments. Formal learning takes place in educational institutions and is highly structured, organised and related to—often certified—achievement. Non-formal learning is learning in semi-structured contexts like music schools or sport clubs; informal learning is not framed by any kind of educational intention. Wischmann argues it takes place in various contexts and is not necessarily intended and can be implicit. How the relationships between these different forms of learning are configured on the individual’s experiences is underlined but also on social conditions that operate within given social structures and power relations. The chapter concludes with how formal and informal education affects multicultural dialogues.
KW - Educational science
KW - German Education
KW - Young People
KW - Learning
KW - Educational development
KW - Multicultural dialogue
UR - http://www.scopus.com/inward/record.url?scp=85042449110&partnerID=8YFLogxK
U2 - 10.1007/978-3-319-60558-6_17
DO - 10.1007/978-3-319-60558-6_17
M3 - Chapter
SN - 978-3-319-60557-9
SP - 295
EP - 312
BT - Advancing Multicultural Dialogues in Education
A2 - Race, Richard
PB - Palgrave Macmillan
CY - Cham
ER -