Making ethical deliberations public: Some provisional resources for youth research ethics

The focus of this special edition of Youth Studies Australia is on questions, issues, challenges and (tentative) solutions in relation to ensuring that research with young people is conducted ethically. This introductory paper by the guest editors of this edition draws on ethical principles as outlined in the National Statement on Ethical Conduct in Research Involving Humans and in the Fairbridge Code of Ethics for youth work. The authors explain how these principles can inform ethical youth research. In the process, they weave through comments to and from the remaining five papers, providing an authentic touchstone for the principles, as well as recommending the papers to you

Learning from Reciprocal Peer Observation: A collaborative self-study

Engaging in a self-study is a multi-faceted activity that involves not only autobiography and theory, but also students and colleagues. Learning from and with colleagues can take many forms. This article discusses the authors' experience with reciprocal classroom observation in a teacher education context. Peer observation supported our learning about our own teaching by providing suggestions for change and mutual reassurance. In this study we make connections between learning from each other, ourselves, our students and theories of teaching and learning. Specifically, we address what we learned about pedagogy in relation to missed opportunities, teacherdirectedness and articulating purpose; about curriculum, in relation to balance and standards; about our students, in relation to their backgrounds as well as social tensions; and about ourselves as teachers and learners in relation to rapport, role modeling and collegiality. We demonstrate how peer observation can be a valuable component of ongoing professional development for tertiary teachers

Psychosocial justice for students in custody

Availability to quality education is significantly beneficial to the life prospects of young people. In particular, for young people caught up in the justice system, it is argued that involvement in education reduces risk of further criminality and improves a person’s prospects for future community engagement. This paper overviews a recent study undertaken in the Australian state of Victoria. The study worked with project partner, Parkville College, the government school operating inside the state’s two detention centres, to examine what supports and hinders education for students in custody. Amongst other purposes, education should be about the pursuit of justice and if accepted as an ontological opportunity, education can invite the pursuit of a particular kind of justice – psychosocial justice. Subsequently, psychosocial theory applied to educational practice in youth detention is inextricably linked to issues concerning justice, both for how theory is invoked and ways in which practice is enacted. The paper first introduces the concept of psychosocial justice then hears from staff connected to Parkville College regarding issues and concerns related to their work. As shown, education for incarcerated young people, not just in Australia but internationally, is enhanced by contributions from psychosocial studies providing a means to pursuing justice informed by a politics of psychosocialism

Learning choices: a map for the future

The report analyses data on 400 inclusive and flexible learning programs with 33,000 young people enrolled in 1200 locations across Australia. Based on the national survey of programs undertaken by the Dusseldorp Skills Forum in 2011, the report also draws on an in-depth analysis of reports and information from 33 specific programs as well as existing research publications about enabling all young people to complete their education. The report shows that many young people around Australia are benefiting significantly from the provision of innovative and flexible learning programs. However, it also indicates that more data is needed on outcomes