Life Skills Education for Youth : : Critical Perspectives.

• Superior document: Young People and Learning Processes in School and Everyday Life Series ; v.5
• Author: DeJaeghere, Joan.
• TeilnehmendeR: Murphy-Graham, Erin.
• Place / Publishing House: Cham : : Springer International Publishing AG,, 2021.; ©2022.
• Year of Publication: 2021
• Edition: 1st ed.
• Language: English
• Series: Young People and Learning Processes in School and Everyday Life Series
• Physical Description: 1 online resource (283 pages)

Table of Contents

Intro -- Acknowledgments -- Contents -- Contributors -- Abbreviations -- List of Figures -- List of Tables -- Chapter 1: Introduction -- Life Skills in Low- and Middle-Income Countries -- The Purpose of Life Skills: To Live Life Well -- Contributions of the Volume and Chapter Summaries -- Conclusions -- References -- Chapter 2: Life Skills Education for Youth in Developing Countries: What Are They and Why Do They Matter? -- Introduction: Clarifying the Muddy Waters of Life Skills Education -- Skill as the Ability to Do Something Well -- Review and Analysis of Life Skills Education -- Findings: What Are Skills and Why Do They Matter for Education? -- Life Skills for Prevention -- Skills for Labor Market Productivity -- Life Skills for Quality Education -- Conclusion -- References -- Chapter 3: Social and Emotional Learning: From Conceptualization to Practical Application in a Global Context -- Introduction -- What Is Social and Emotional Learning? -- Relevance of Social and Emotional Learning to International Education and Development Goals -- Distinguishing Social and Emotional Learning from Life Skills Education -- Complexity in the Field of Social and Emotional Learning -- A Lack of Consensus, Clarity, and Precision -- Responding to the Challenge: Explore SEL Website and Coding System -- Comparing Frameworks, Programs, and Measures for Social and Emotional Learning -- A Closer Look at SEL Frameworks -- On Which Skills Do SEL Frameworks Focus? -- A Closer Look at SEL Programs -- Which Skills and Competencies Do SEL Programs Build? -- A Closer Look at Measures of Social-Emotional Development -- Which Skills and Competencies Do Measures of Social-Emotional Development Assess? -- How Do SEL Measures Take Context into Consideration? -- Discussion of Alignment Between SEL Frameworks, Programs, and Measures -- Conclusion -- References.

Chapter 4: Reframing Life Skills: From an Individualistic to a Relational Transformative Approach -- Introduction -- Life Skills as Individualistic Behaviors for Social and Economic Success -- Life Skills Education for Girls -- Life Skills Education for Boys -- Life Skills as Relational and Transformative -- Redefining Life Skills Toward Achieving Justice -- References -- Chapter 5: Empowering Girls Through Sport: A Gender Transformative Approach to Life Skills? -- Introduction -- Theoretical Framework -- Methodology -- Findings: From Normative to Transformative Approaches -- Normative Constructions of Life Skills -- Context-Dependent Constructions of Life Skills -- Toward More Transformative Possibilities -- Limitations and Opportunities for Further Insight -- Conclusion -- References -- Chapter 6: Workforce Skills Curriculum Development in Context: Case Studies in Rwanda, Algeria, and the Philippines -- Introduction -- Influences of an International Community of Practice -- Contextualization -- Pedagogy -- Sustainability and Scale -- Rwanda: Work Ready Now (Education Development Center) -- Country Context -- Contextualization -- Pedagogy -- Sustainability and Scale -- Algeria: WorkLinks (World Learning) -- Country Context -- Contextualization -- Pedagogy -- Sustainability and Scale -- Philippines: Soft Skills Training and Empowerment Program (10ThousandWindows) -- Country Context -- Contextualization -- Pedagogy -- Sustainability and Scale -- Discussion and Conclusion -- References -- Chapter 7: Life Skills Education for Urban Youth in Honduras and Guatemala: A Capability Analysis of the Sports-Based Job Training Program A Ganar -- Introduction -- Theoretical Framework: Education from a Capability Perspective -- Research Context: A Ganar in Guatemala and Honduras -- Methodology: Qualitative Case Study -- Data Analysis -- Findings.

Preconditions of Capabilities: Altered Attitudes and Beliefs Including Not Feeling Stuck, Improved Self-Confidence, and Altered Work Ethic -- Capabilities and Functionings Through A Ganar Participation: Building Relationships and Social Ties -- Structural Constraints of the Honduran and Guatemalan Contexts -- Discussion -- What Counts as Success: Means and Ends of Life Skills Education -- Values in Life Skills Programming -- Conversion Factors Limit the Robustness of Capabilities -- Conclusion -- References -- Chapter 8: Career Life Skills for 10th Grade Boys in Delhi, India: Mapping Information Literacies for Sustainable Development -- Introduction -- Education for Sustainable Development and Career Guidance -- Critically Analyzing Information Literacies -- The Research Project -- Data Collection Methods -- Data Analysis -- Boys' Information Literacy Practices and Career Information Landscapes -- Mapping Boys' Information Sources and Processes of Assigning Cognitive Authority -- Mapping the Asymmetrical Topographies or "Bumps": Gendering the Labor Market Information Landscape -- Caste, Ethnicity, and Socioeconomic Differentiation of the Career Information Landscape -- Producing Videos to Reveal Local Inequalities -- Transforming Career Information Landscapes Through Collective Sharing -- Discussion -- Conclusion -- References -- Chapter 9: A Life Knowledge Approach to Life Skills: Empowering Boys with New Conceptions of Masculinity -- Introduction -- In Order to Be Transformative, Education Must Be Transformed: The Prerna School -- SHEF's Life Knowledge Approach to Life Skills -- Prerna Girls' School: Classrooms as 'Radical Spaces of Possibility' -- What About Our Boys? Classrooms as Spaces of Radical Possibility and Care -- Developing a Critical Feminist Consciousness in Boys: Our Approach -- Schools as Safe Spaces and Sanctuaries.

Training Teachers -- What Can Boys Do and Who Can They Be? Action Research About How Boys Develop Critical Life Knowledge and Skills at Prerna School -- Methodology: Action Research for Organizational Improvement -- Findings -- Confidence and Self-Expression -- Increased Gender Sensitization -- Influencing Their Families and Advocating for Their Sisters -- Change in their Perceptions of Manhood -- Understanding Social Inequalities More Comprehensively -- Conclusion -- References -- Chapter 10: Fostering Critical Thinking as a Life Skill to Prevent Child Marriage in Honduras: The Case of Holistic Education for Youth (HEY!) -- Introduction -- Research Context and Background -- Secondary Education in Honduras -- Methodology -- Data Analysis -- Understanding Child Marriage in Rural Areas of Honduras Through the Identification of Problems That Cause Child Marriage -- Brief Description of HEY!'s Curriculum Implementation Design -- Understanding the Change Process: The Roles of Critical Thinking and Cognitive Dissonance -- Pedagogies to Support the Incorporation of Critical Thinking and Cognitive Dissonance in the Classroom -- Examining Critical Thinking and Cognitive Dissonance During and After the Implementation of HEY! -- Dialogue, Critical Mirrors, and Re-examining Assumptions -- Assessing Critical Thinking Through Scenarios -- Experiencing Discomfort and Hope: How Critical Thinking Can Lead to Cognitive Dissonance -- From Class to Life: How Can Studying HEY!'s Curriculum Influence Students' Decisions and Actions? -- Conclusion -- References -- Chapter 11: Life Skills Education in Ethiopia: Afar Pastoralists' Perspectives -- Introduction -- Pastoralist Education Context in Ethiopia -- Formal Education and Curriculum: A Concern for Relevance -- Methodology -- Afar Perspectives on Life Skills -- Afar Perspectives: Shared Voices About What Matters Most.

Formal Schooling and Traditional Learning -- Curriculum Content Analysis -- Foundational Life Skills Intended Under the National Framework: Curriculum Analysis -- Life Skills That Matter Most to Pastoralists: Curriculum Analysis -- Discussion and Conclusion -- References -- Chapter 12: Concluding Thoughts on Life Skills Education for Youth -- Introduction: Which Life Skills? It Depends -- Theme 1: Teaching Life Skills Helps Marginalized Adolescents, But Not in Isolation -- Theme 2: Convergence Around Certain Life Skills Domains, with an Emphasis on Critical Thinking -- Theme 3: How Life Skills Are Taught Matters as Much as Which Skills Are Taught -- Final Thoughts for the Way Forward -- Governments May Not Want It -- Life Skills Programs Are Complex to Implement and Measure -- We Must Contend with the Risk of Unintended Consequences.