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Learning with the Children's University


Shelley, B and Sutton, G and Eyles, K, Learning with the Children's University, Harnessing the Transformative Power of Education, Brill, B Shelley, K te Riele, N Brown, and T Crellin (ed), The Netherlands, pp. 144-166. ISBN 9789004388727 (2020) [Research Book Chapter]

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Copyright 2020 Koninklijke Brill NV, Leiden, The Netherlands

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DOI: doi:10.1163/9789004417311


Non-formal learning supports the development of children and young people’s self-belief. In Australia participation in non-formal learning is influenced by multiple, interacting factors, including social and economic marginalisation. The Children’s University program was designed in the United Kingdom with an explicit goal to ensure that every child, irrespective of parental means, has access to quality non-formal learning experiences. In this chapter we provide an analysis of Children’s University Tasmania, with particular reference to issues of marginalisation. We also argue that efforts to foster young people’s engagement in non-formal learning may help the development of their understandings of themselves as learners.

Item Details

Item Type:Research Book Chapter
Keywords:education equity disadvantage, child, self, Children’s University, Tasmania, Australia, education, nonformal learning
Research Division:Education
Research Group:Education policy, sociology and philosophy
Research Field:Education policy
Objective Division:Education and Training
Objective Group:Schools and learning environments
Objective Field:Equity and access to education
UTAS Author:Shelley, B (Dr Becky Shelley)
UTAS Author:Sutton, G (Ms Georgia Sutton)
UTAS Author:Eyles, K (Ms Karen Eyles)
ID Code:135160
Year Published:2020
Deposited By:Peter Underwood Centre for Educational Attainment
Deposited On:2019-10-03
Last Modified:2021-06-09

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