Rejecting the theory/practice dichotomy in youth and community work training

Bloxham, Susan and Heathfield, Mike (1995) Rejecting the theory/practice dichotomy in youth and community work training. Youth and Policy, 50 (Autumn). pp. 35-48.

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The authors draw on their research with higher education youth and social work training to reject the usual notion of an academic/vocational or theory/practice dichotomy, and instead propose that professional youth work training in higher education should be embedded within the lived experiences of the students and the communities in which they work. The qualitative measure they used was the Structure of the Observed Learning Outcome (SOLO taxonomy) developed by Briggs and Collis, which provides a model of progressive complexity and a systematic development from the concrete to the abstract. They hope that this will provide "one antidote to the currently dominant ideology that favours 'objective' measurable actions as the best form of professional training."

Item Type: Article
Journal / Publication Title: Youth and Policy
Publisher: Youth and Policy / National Youth Agency
ISSN: 2057-4266
Departments: Professional Services > Research Office & Graduate School (ROGS)
Depositing User: Insight Administrator
Date Deposited: 12 Nov 2010 12:44
Last Modified: 11 Jan 2024 17:31


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