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Title: Leveraging Dilemmas as a Pedagogical Tool for Novice Youth Worker Learning
Authors: Van Steenis, Erica
Keywords: Learning Sciences
Issue Date: Jun-2021
Publisher: International Society of the Learning Sciences
Citation: Van Steenis, E. (2021). Leveraging Dilemmas as a Pedagogical Tool for Novice Youth Worker Learning. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. (pp. 955-956). Bochum, Germany: International Society of the Learning Sciences.
Abstract: Youth workers are educators who play an essential role in the social, emotional, and academic development of youth in afterschool contexts (Fusco and Gannett, 2012; Pozzoboni and Kirshner, 2016). They build expertise on the job, learning implicit know-how through contextualized and relationally constructed practice and reflection (Polanyi, 1966; Taylor, 2007). The field, however, has under conceptualized how to foster implicit knowledge development in youth workers. Most learn experientially throughout their time in-service as they gain the skills and knowledge necessary to navigate complex dilemmas that arise in the field. I build on other scholars of youth work to argue that dilemmas crack open for the learner -- who in the case of this paper are novice youth workers -- tensions that exist at the nexus of their personal and professional identities. Structuring learning around "dilemmas" offers us a key pedagogical move that affords the field a framework from which to build novice youth workers capacity for new forms of recognition, flexibility, and adaptability. I take a case study approach to present how and what four novice youth workers learned in their experience with dilemmas of practice, which were leveraged as a pedagogical in a higher education course called Adolescent Development and Educational Psychology (ADEP).
Appears in Collections:ISLS Annual Meeting 2021

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