Bøger i Young People and Learning Processes in School and Everyday Life serien

This book provides an updated and fresh introduction to recent theoretical developments in youth studies. It presents three central theoretical traditions in youth studies, and explores the possibilities of redefining some of the central concepts, but also of combining different theoretical perspectives.

This book examines the global phenomenon of school violence and its wide range of behaviours, from school shootings to minor theft, bullying and sexual harassment. It presents trends in prevention of school violence, policing the school and dilemmas in educating against violent extremism.

It describes the country as a cultural context, examines the current school system and parenting in light of the school system, and provides empirical evidence from that country regarding links between parenting and students' academic achievement.

This book examines the global phenomenon of school violence and its wide range of behaviours, from school shootings to minor theft, bullying and sexual harassment. It presents trends in prevention of school violence, policing the school and dilemmas in educating against violent extremism.

It describes the country as a cultural context, examines the current school system and parenting in light of the school system, and provides empirical evidence from that country regarding links between parenting and students' academic achievement.

This open access volume critically reviews a diverse body of scholarship and practice that informs the conceptualization, curriculum, teaching and measurement of life skills in education settings around the world. It discusses life skills as they are implemented in schools and non-formal education, providing both qualitative and quantitative evidence of when, with whom, and how life skills do or do not impact young women¿s and men¿s lives in various contexts. Specifically, it examines the nature and importance of life skills, and how they are taught. It looks at the synergies and differences between life skills educational programmes and the way in which they promote social and emotional learning, vocational/employment education, and health and sexuality education. Finally, it explores how life skills may be better incorporated into education and how such education can address structures and relations of power to help youth achieve desired future outcomes, and goals set out inthe Sustainable Development Goals (SDGs).Life skills education has gained considerable attention by education policymakers, researchers and educators as being the sine qua non for later achievements in life. It is nearly ubiquitous in global and national education policies, including the SDGs, because life skills are regarded as essential for a diverse set of purposes: reducing poverty, achieving gender equality, promoting economic growth, addressing climate change, fostering peace and global citizenship, and creating sustainable and healthy communities. Yet, to achieve these broad goals, questions persist as to which life skills are important, who needs to learn them, how they can be taught, and how they are best measured. This book addresses these questions.

This edited collection focuses on different aspects of everyday violence, harassment and threats in schools. However, there is no place where youth are at greater risk of being exposed to harassment and violations than at school and on their way to and from school.

This book contributes to the studies on learning processes occurring outside "e;traditional"e; socialization settings such as family and school, by analysing civic and political participation and learning experiences. In this perspective, the book delves into the connections between the concepts of learning and participation and, in various ways and from different perspectives, critically interrogates learning and participation as interrelated phenomena, with the aim of revealing complexities implicated in pathways to adulthood.Being interdisciplinary in its nature (contributors come from disciplinary backgrounds such as educational sciences, child and youth studies, social work, sociology and political science), the volume provides an up-to date analysis of contemporary issues connected to youth participation and learning. The work taps into central areas of everyday life of young people and youth meaning-making and generates and presents qualitative knowledge about what it means to be young in Europe today.

This book describes and explains how digital technologies enter adolescents¿ everyday life and learning in different contexts and environments. The book is based on research conducted in recent years in the Czech Republic, the results of which are set within a broad theoretical and international framework.The authors consider the theoretical and methodological anchoring of the topic, describing various approaches in an effort to comprehensively describe and understand the learning process of today¿s pupils. They focus on ways to explore learning in the digital era, domestication of digital technology in families, and parents' approaches to digital technology. Attention is paid to adolescents¿ competences and autonomy in the use of digital technologies, as well as their views on technology in their lives and learning. The authors summarize the most important results of the research, but also consider the options of empirical research and their own experience with the research of such a complex concept.