We
can find specialist informal educators working in a surprising range of
settings - often not usually linked to 'education'. On this page we look
at practice in:
schools and colleges;
community development and participation;
Within formal education are various spaces for other ways of working. It is too easy to dismiss schools and colleges as not offering much to informal educators - but for youth workers, for example, they are full of possibility. If we follow the old youth work maxim that you need to start where young people are at - where they are at, for the most part, is school and college. One significant tradition of work has been the school-based youth club - but in recent years there has been developments in other approaches. For example:
working with students to set up study circles and 'homework clubs'.
encouraging and supporting the development of groups around 'enthusiasms and interests such as music and sound systems, environmental issues, and cross-community reconciliation.
developing alternative educational provision for young people experiencing difficulties in mainline classrooms.
working with individuals around the personal difficulties they are experiencing in their lives. This could be to do with family relationships and friendships, schooling, health or around thinking about their future.
assisting with the development of inclusive education. This may be through working with young people to accept others, and to make sense of the school environment.
Informal educators can also be found working to open up schools to local communities and improving home-school relations. For example:
developing the work in 'parents' rooms' for example, around literacy, play and assisting in the classroom.
working with community groups to design and run programmes using school resources.
working with school staff to develop new social and educational opportunities.
Many informal educators are employed in local community groups and in churches. They can have very different job titles and foci. For example in one nearby church we can find a youth worker, a community worker, a children's worker, a family support worker and a community health worker. All are working in a similar way, but each has a different target group and different emphases. Community groups may also employ a similar range of workers (or just one). Some examples of the sorts of work they may be undertaking include working with local people to:
influence the political processes that effect change in their neighbourhoods. This may involve encouraging and supporting tenants and community associations, trying to open up forums for discussion with local policy makers and elected officials, and working with local people to develop campaigns.
explore local needs and set up groups and programmes that improve the quality of life in their local area. These may be to do with children's play, provision for older people, traffic calming, transport links, savings and credit - the range is enormous.
set up community newsletters that let people know what is going on in their neighbourhood.
develop local opportunities for continuing learning - for example 'return to learning' and basic education programmes.
set up local employment opportunities and skill exchanges.
We can also see informal educators at work in settings usually linked to social work. This can come as a bit of shock in places such as the UK, but in many countries there is not the same sharp divide between social and education work. For example in Germany many informal educators would train alongside social workers as social pedagogues. Common examples of work include:
working with young people in residential homes to explore their experiences, develop ways of dealing with the situations they encounter and to live with others.
getting alongside parents and children in family centres, perhaps to foster more fruitful relationships, to develop new skills and knowledge, and to encourage mutual aid.
bringing together groups of carers so that they can explore their experiences, support each other, and campaign for better services.
running programmes of activities (including 'residentials') for children and young people that that challenge and provide a space for personal development.
working with individual young people and adults to ease the transition from being in care to independent living.
Street, club and project work are classic settings for informal educators, The idea of meeting children and young people in the settings where they congregate rather than setting up special provision has a long history. From that club and project work can develop. Some examples include working with children and young people around:
developing their own activities and provision. For example, a worker may make contact with a number of young women who want to play football - and then work with them so that they can organize themselves, train and join a local league.
running their own club. This can involve developing people's abilities to plan and organize programmes and sessions, work as a committee, handle problems, keep records and accounts, and raise money.
getting the best out of local opportunities for play. This might involve organizing events and schemes, creating access to new provision, and joining with children in activities.
finding or making jobs. Here workers may seek to explore young people's experiences, view of themselves, and thoughts about what is possible so that they can approach finding a job or identifying further training. Some workers may work alongside young people so that they can set up and run their own businesses.
campaigning around issues that are important to them. For example, for improved health provision, an end to blood sports or the establishment of a proper respect for gays and lesbians.
building new opportunities for learning - perhaps in outdoor pursuits or basic education or in mutual aid groups.
promoting healthier lifestyles and choices.
Many informal educators come into the work with, or develop,
specialist knowledge and skills. They can then use these to open up new
interests and opportunities for people and to create environments in
which people can grow and learn. Common examples here involve the arts
and outdoor pursuits. Classically, these involve informal educators in
encouraging people to try new things (animation), to develop some new
skills (formation) and to reflect on their experiences (education).
Examples here include working with people to:
put on a community play. This may involve bring people together in a local neighbourhood to develop a play, produce scenery, organize performances and to act.
document the changing life of a community - perhaps in the form of photographs, oral histories, short stories and videoed interviews.
produce a video magazine.
develop their abilities as music makers or dancers. This may involve setting up 'taster' events, organizing classes and working toward performances.
take part in a new sport or activity - perhaps through organizing group opportunities with a local leisure centre.
organize a trip to the mountains - to enjoy and appreciate the local environment, and to face new challenges - perhaps in the form of abseilling.
deepen their abilities as leaders and team members. Examples here include joining the crew of an adventure training boat, taking part in an 'outward bound' experience, and undertaking an expedition as part of an award scheme (e.g. The Duke of Edinburgh's Award).
These examples just scrape the surface. The thing that joins them together is the way in which the workers approach their task.
First, and foremost, they see themselves as educators, Their job is to work with people so that they may explore their experiences and learn.
Second, they seek to work with people, rather than to organize or provide for them.
Third, while they may be involved in very different activities these educators look to conversation as a central means by which people can reflect and learn.
Fourth, they are concerned with the whole person. The task is not to develop a narrow area of knowledge or skill but to encourage people to value and engage with themselves and the world. This means attending to the body, mind and spirit (to use an old YMCA phrase).
Fifth, there is a central interest in working so that all may share in a common life. There is a stress on fostering democratic ways of working, equal opportunity and justice for all.
Sixth, a lot of the work is undertaken in and with groups. For quite a lot of the time informal educators are involved in forming and developing groups. Sometimes the group is just for a single event such as a trip, sometimes for something more permanent such as a tenants association.
© Mark K. Smith
1997
First published May 1997. Last update:
29 May 2012
