Socio-educational Justice and Resilience Approaches in Youth Studies: Theoretical Frameworks

Code:

DE237

Acronym:

JSAREJ

Keywords
Classification	Keyword
CNAEF	Educational Sciences

Instance: 2021/2022 - 1S (since 13-09-2021 to 17-12-2021)

Active?	Yes
Responsible unit:	Education Sciences
Course/CS Responsible:	Master Degree in Educational Sciences

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
MCED	13	Official Curricular Structure	1	-	6	49	162

Teaching language

Portuguese

Objectives

Provide theoretical frameworks about social, educational, and regional justice and their relevance to youth studies and youth work.


Provide theoretical and conceptual frameworks on resilience, with a focus on ecological and transformative approaches.


Empower students with the knowledge to identify in approaches to youth opportunities and constraints linked to global and local dimensions. 


To give students the knowledge to analyze and evaluate the impact of social structures, institutions, and public policies on young people's lives in different contexts.


Enable students to consider ways to identify and enhance aspects that promote resilient approaches when working with young people and towards social justice.

Learning outcomes and competences

At the end of this curricular unit, students should be able to: 
- formulate conceptual frameworks to support research and intervention problems based on theoretical references from theories of social, educational and territorial justice;
- identify problems that affect youth in both urban and rural contexts;
- be able to identify different theoretical approaches concerning resilience;
- define resilient communities and schools in working with young people;
- discuss different relevant social indicators of resilient communities and schools that provide guidance for professionals in working with young people;

Working method

Presencial

Pre-requirements (prior knowledge) and co-requirements (common knowledge)

N/A

Program

Socio-Educational Justice and Youth
a) Theories of social justice: redistribution, recognition and representation.
b) Equity and socio-educational justice
c) Territorialized justice and equal opportunities
d) Research on youth and socio-educational justice


Resilience approaches in youth studies
a) Theoretical perspectives on resilience: from the adaptive perspective to ecological approaches.
b) Transformative resilience, youth agency and anticipatory cultures
c) Resilience and situated approaches in urban and rural contexts

Resilient schools and communities: research and youth work
a) Theories on resilient schools and communities and quality of educational pathways.
b) Resilient schools, commitment of educational figures; spaces for inclusion and participation; resources and infrastructure.
c) Resilient communities: promoting opportunities, collective trust and protection.
d) Networking between schools and communities
e) Indicators of resilient schools and communities: comprehensive and territorialized perspectives

Mandatory literature

Ungar, M. ; Systemic resilience: Principles and processes for a science of change in contexts of adversity. Ecology and Society, 23(4), 34. https://doi.org/10.5751/ES-10385-230434, 2018
Ungar, M. ; Community resilience for youth and families: Facilitative physical and social capital in contexts of adversity. Children and Youth Services Review, 33, 1742-1748. https://doi.org/10.1016/j.childyouth.2011.04.027, 2011
Rippon, S., Bagnall, A.-M., Gamsu, M., South, J., Trigwell, J., Southby, K., Warwick-Booth, L., Coan, S., & Woodward, J; Towards transformative resilience: Community, neighbourhood and system responses during the COVID-19 pandemic. Cities & Health. https://doi.org/10.1080/23748834.2020.1788321, 2020
Roberts, P.; Green, B. ; Researching Rural Places: on social justice and rural education.Qualitative Inquiry, 19 (10) 765-774., 2013
Angela Ortega; Transnational Spaces and Regional Localization, Waxmann, 2012
Ana Milheiro Silva, Sofia Marques da Silva; Development and validation of a scale to measure the resilience of schools: Perspectives of young people from vulnerable and challenging territories
Nancy Fraser; ‘From Redistribution to Recognition. Dilemmas of Justice in ‘Post-socialist’ Age. New Left Review Vol. 1, 212, 67-93., 1995
Nancy Fraser; Justice interruptus. ISBN: 0-415-91795-6
Sampaio, Marta, & Leite, Carlinda; Relationships between the assessment of school quality and social justice. Educational Research. Advance online publication. https://doi.org/10.1080/00131881.2020.1857654

Complementary Bibliography

Magis, K. ; Community resilience: An indicator of social sustainability. Society & Natural Resources, 23(5), 401-416. https://doi.org/10.1080/08941920903305674, 2010
Renato Carmo; Entre as Cidades e a Serra, 2011
Leite, Carlinda, Fernandes, Preciosa, Mouraz, Ana, & Sampaio, Marta (2015).; arcerias entre a escola e a comunidade: Uma análise a partir da avaliação externa das escolas [Partnerships between school and community in Portugal: An analysis based on external evaluation of schools]. Dados: Revista de Ciências Sociais, 58(3), 825-855. 10.1, 2015

Teaching methods and learning activities

Contact hours: exposition; debate around articles, books, documentaries, and follow-up to the writing of an article.


Autonomous work: reading and analysis of literature; writing an article, with the option to be written in English, around the exploration and development of a research or intervention problem. It is intended that with the involvement in the writing of this article, students explore a possible object to be further embodied in the work to be carried out from the articulation between D3 and Research Methodologies.

The evaluation is based on the development of the article around possible research and intervention problems. A system of peer support and peer review involving national and international colleagues will be used.

The process of peer review and peer support around a paper in progress will also allow the development of dialogue skills with other cross-cultural perspectives on the same problem. The writing of a scientific paper will allow students to get in touch with the fundamental scientific guidelines that underlie this production work.

Evaluation Type

Distributed evaluation without final exam

Assessment Components

designation	Weight (%)
Apresentação/discussão de um trabalho científico	30,00
Trabalho escrito	70,00
Total:	100,00

Amount of time allocated to each course unit

designation	Time (hours)
Apresentação/discussão de um trabalho científico	3,00
Trabalho de investigação	60,00
Trabalho escrito	60,00
Total:	123,00

Eligibility for exams

N/A

Calculation formula of final grade

Work in the format of a scientific paper where a realistic problem focusing on young people is presented - research or intervention with social and educational relevance - mobilizing the theoretical frameworks of the UC. 70%


Critical discussion during class of a scientific article focused on the issues of youth, socio-educational justice, and/or resilience approaches. 30%

Examinations or Special Assignments

N/A

Internship work/project

N/A

Special assessment (TE, DA, ...)

According to the regulation in practice.

Classification improvement

On-site final exam with a 100% weighting

Observations

N/A