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.
Proceedings of International Conference of the Learning Sciences, ICLS
Ross, Laurie, "Becoming a Youth Worker in a Classroom Community of Practice" (2014). International Development, Community, and Environment. 325.