Participatory internet radio (RadioActive101) as a social innovation and co-production methodology for engagement and non-formal learning amongst socially excluded young people

Article


Ravenscroft, A. 2020. Participatory internet radio (RadioActive101) as a social innovation and co-production methodology for engagement and non-formal learning amongst socially excluded young people. International Journal of Inclusive Education. 26 (6), pp. 541-558. https://doi.org/10.1080/13603116.2019.1700312
AuthorsRavenscroft, A.
Abstract

This paper describes an original interlinking of a conceptual frame and co-production methodology of a participatory internet radio intervention (RadioActive101) that supports engagement and non-formal learning amongst socially excluded young people. This considers the inclusive learning of socially excluded young people as a social innovation that is realised through a participation and co-production methodology that is inspired and informed by Paulo Freire. These are combined to develop an innovative pedagogy that has led to relatively high levels of participation (163 young people facilitated by 29 youth workers) and youth-led co-production (33 radio shows) that supports the reported development of psychosocial dimensions and twenty-first century (21C) and employability skills of young people in London in the UK. This approach and its evaluations suggest that our method (RadioActive101) involves harmonising emancipatory learning through co-production with an instrumental approach to skills development, to support a holistic approach to learning. The foundation and ‘key’ to this holistic learning appears to be the co-development of confidence and communication in ways that lead to the thoughtful and effective use of voice to underpin and support the development of 21C and employability skills.

JournalInternational Journal of Inclusive Education
Journal citation26 (6), pp. 541-558
ISSN1360-3116
Year2020
PublisherTaylor & Francis
Accepted author manuscript
License
File Access Level
Anyone
Digital Object Identifier (DOI)https://doi.org/10.1080/13603116.2019.1700312
Publication dates
Online02 Mar 2020
Publication process dates
Accepted28 Nov 2019
Deposited03 Mar 2020
FunderEuropean Commission
Copyright holder© 2020 Taylor & Francis
Copyright informationThis is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Inclusive Education on 2/05/2020, available online: http://www.tandfonline.com/10.1080/13603116.2019.1700312.
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