Sustainability and Social Justice
Document Type
Conference Paper
Abstract
Traditional university classrooms are more conducive to learning about youth work than they are learning how to become a youth worker. In this paper, I explore how a university classroom can function as a community of practice (CoP) in which actionable youth worker expertise is transmitted. Through narrative analysis of two youth worker dilemma stories, I show how a classroom-based CoP facilitates the development of three youth work 'abilities.' These abilities include: how to frame complex and ambiguous youth work problems; how to bring personal knowledge into practice; and how to reflect-on and-in practice.
Publication Title
Proceedings of International Conference of the Learning Sciences, ICLS
Publication Date
1-1-2014
Volume
2
Issue
January
First Page
957
Last Page
961
ISSN
1814-9316
DOI
10.22318/icls2014.957
Repository Citation
Ross, Laurie, "Becoming a Youth Worker in a Classroom Community of Practice" (2014). Sustainability and Social Justice. 325.
https://commons.clarku.edu/faculty_idce/325
