Reducing albinism related stigma in Tanzania: an exploration of the impact of radio drama and radio interview

Reducing stigma is key to improving the wellbeing of people with albinism in Tanzania. This study aimed to obtain more insight into the effects of two radio interventions with regard to albinism-related stigma: a radio drama and a radio interview. Assessment of the radio interventions was based on two attitude measurement instruments (The Albinism Explanatory Model Interview Catalogue Community Stigma Scale and the Albinism Social Distance Scale), an entertainment scale, and two informal (group) interviews. In total, 111 community members participated in the assessment prior to the radio drama, and 65 after. In the case of the radio interview, 123 community members participated in the assessment prior to the radio show, and 77 after. Following the radio drama, a significant reduction was found in terms of community stigma, and a reduction in social distance was found after both interventions. The entertainment score for both interventions was high, but significantly higher for the radio drama. The respondents indicated that they had gained more understanding of albinism as a result of the interventions, and were positive about this type of education. The current study shows that a radio show in which the listener interacts with someone with albinism can contribute to a reduction in stigma, and demonstrates that different types of radio intervention can have different outcomes. Points of interest Reducing discrimination is key to improving the wellbeing of people with albinism in Tanzania. This research investigated the use of radio shows to change attitudes towards people with albinism within the community; two types of radio show were tested: a radio drama and a radio interview. Through the shows the respondents got into contact with someone with albinism. The shows were valued by the community members as an attractive means of education. The shows proved to be effective in terms of improving peoples’ knowledge about, and attitude towards people with albinism. People enjoyed the radio drama more than the radio interview. The radio drama was also more effective than the radio interview in improving peoples’ attitudes towards people with albinism. This research offers recommendations for organisations that are working to raise awareness with regard to albinism

Examining social inclusion and social capital among adult learners in blended and online learning environments

New learning spaces and learning formats affected the learning and education of adults. In this respect, digitalisation is believed to reduce social exclusion. Moreover, adult education, social inclusion and social capital are positively related among adults. Therefore, this questionnaire study examines how adults who are engaged in online and blended learning perceived change in social inclusion and social capital. We conceptualised social inclusion as social participation and social connectedness, and social capital as bonding and bridging ties. In the case of blended adult learners, our results show positive perceptions of social inclusion and social capital. Those perceptions are less positive among the online adult learners. In both cases, non-natives experience a higher increase in social inclusion and social capital than natives. Hence, online and blended learning holds advantages for adults particularly non-natives: it enhances social inclusion and social capital. (DIPF/Orig.

MIND THE GAP: THE POTENTIAL OF PROFESSIONAL YOUTH WORK FOR CIVIC EMPOWERMENT AND ENGAGEMENT OF YOUTH AT SOCIAL RISK

Youth work is often regarded as a fruitful place for the creation of democratic citizens and is thus a favoured space for civic educational activities. Despite these efforts, there is a growing concern on the civic empowerment gap: the difference that can still be found across various domains of civic outcomes between disadvantaged groups and those from dominant and socio-economically advantaged backgrounds. From a democratic point of view, the civic empowerment gap is deeply problematic. Various efforts exist to include excluded or so-called ‘nonparticipating’ youngsters, albeit often with a socialization or disciplinarian discourse. The presented study challenges such approach and builds on the concept of political subjectification to offer an alternative approach to remedy the civic empowerment gap? To do so, a case study has been conducted with a youth social organization in Molenbeek, Brussels. The findings emphasize the importance of the explicit and implicit role of advocacy by the organization and the importance of the fragile pedagogical and political relationship between youth workers and youngsters to enable meaningful participation

Vizier op agogiek /

'Vizier op agogiek' neemt de lezer mee op verkenning in het gevarieerdetoepassingsgebied van de agogische wetenschappen. Ankerpunt van dezeontdekkingstocht is de in Vlaanderen unieke opleiding Sociale enCulturele Agogiek van de Vrije Universiteit Brussel.Vijfentwintig auteurs verhalen vanuit ago(lo)gisch perspectief overveelzijdige maatschappelijke thematieken. Telkens gaat het om debestudering of de toepassing van educatief werk met volwassenen, en datin de meest uiteenlopende vormen die de volwassen leefwereld rijk is. Theoretische perspectieven van interculturele communicatie, socialebegeleiding, kunsteducatie, sociale bewegingsagogiek en gerontagogiekworden aangereikt.Agogische praktijken binnen cultuur- en kunstencentra,beroepsopleidingen, het levenslang leren en het brede sociaal-culturelewerk, worden op hun maatschappelijke verdienste onderzocht.Inzicht in het agogisch handelen krijgt de lezer door levendigebeschrijvingen van werkvormen zoals sociaal-artistieke projecten en vandoelstellingen zoals de politieke participatie van ouderen.De interdisciplinaire agogische wetenschappen huldigen het principe 'laatduizend bloemen bloeien'. Dit boek getuigt van deze rijkdom.Afscheidsbundel ter gelegenheid van het emeritaat van Rudi Strybol'Vizier op agogiek' neemt de lezer mee op verkenning in het gevarieerdetoepassingsgebied van de agogische wetenschappen. Ankerpunt van dezeontdekkingstocht is de in Vlaanderen unieke opleiding Sociale enCulturele Agogiek van de Vrije Universiteit Brussel.Vijfentwintig auteurs verhalen vanuit ago(lo)gisch perspectief overveelzijdige maatschappelijke thematieken. Telkens gaat het om debestudering of de toepassing van educatief werk met volwassenen, en datin de meest uiteenlopende vormen die de volwassen leefwereld rijk is. Theoretische perspectieven van interculturele communicatie, socialebegeleiding, kunsteducatie, sociale bewegingsagogiek en gerontagogiekworden aangereikt.Agogische praktijken binnen cultuur- en kunstencentra,beroepsopleidingen, het levenslang leren en het brede sociaal-culturelewerk, worden op hun maatschappelijke verdienste onderzocht.Inzicht in het agogisch handelen krijgt de lezer door levendigebeschrijvingen van werkvormen zoals sociaal-artistieke projecten en vandoelstellingen zoals de politieke participatie van ouderen.De interdisciplinaire agogische wetenschappen huldigen het principe 'laatduizend bloemen bloeien'. Dit boek getuigt van deze rijkdom

Evoluties en kenmerken van niet-formele educatie

Informeel leren en niet-formele educatie kennen een stijgend belang in het discours over levenslang en levensbreed leren. Deze tendens is te merken in de theorievorming, het onderzoekswerk en de educatieve praktijk. In Vlaanderen is de sector van het sociaal-cultureel werk voor volwassenen een van de belangrijkste aanbieders van niet-formele volwasseneneducatie. Binnen deze sector zijn, sinds 2003, dertien regionale volkshogescholen actief. Zij zorgen in Vlaanderen en Brussel voor de uitbouw, spreiding, coördinatie en communicatie van het niet-formeel educatief werk. Binnen dit onderzoek worden de evoluties en kenmerken van de niet-formele educatie binnen de volkshogescholen in kaart gebracht en geanalyseerd. Een literatuurscreening diept het begrip 'niet-formele educatie' uit en toetst het aan het huidige volkshogeschoolwerk. Een documentanalyse gaat de eigenschappen en positie(s) van de volkshogescholen na. Een delphi-onderzoek met medewerkers uit de verschillende volkshogescholen, gaat de voorwaarden en mogelijke instrumenten na om de positionering en legitimering van de volkshogescholen in Vlaanderen te versterken.nrpages: 149status: publishe

LIFELONG LEARNING AS A STRATEGY FOR EDUCATING GLOBAL CITIZENS WITHIN HIGHER EDUCATION

Recent research emphasizes the need for educa tion on global citizenship (GC) within higher education (Davis, Evans Reid, 2005; Ibrahim, 2008; Schultz, 2007). However, GC is an ill- defined concept (Schultz, 2007) and its position in university policies is unclear (Holvoet, 2007). Therefore, the GC concept is difficult to impl ement within universities’ educational practice (Fullan, 2002; Hargreaves Goodson, 2006). In order to overcome possible impediments, the reported research aimed at elucidating visions of policy makers on the role of higher education institutes with regard to positioning GC in society. The findings resulted from a two round Delphi inqu iry and in-depth interviews with 20 key figures in the field of academic policy making in five Fl emish universities, representatives of the Flemish government’s education department and members of GC education agencies. Respondents reported two components as basic conditions for universities to educate their students as global citizens: the need for a reflexive learning approach and an international learning environment. Conditions and difficu lties in creating such environments were distinguished. As lifelong learning is defined as “a way of empowering people for active engagement with important personal, social and global issues” (European Commission, 2001), this concept is considered as appropriate to supply a framework for GC