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Learning with the Children's University
chapter
posted on 2023-05-24, 06:42 authored by Rebecca ShelleyRebecca Shelley, Georgia SuttonGeorgia Sutton, Eyles, KNon-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.
History
Publication title
Harnessing the Transformative Power of EducationVolume
9Editors
B Shelley, K te Riele, N Brown, and T CrellinPagination
144-166ISBN
9789004388727Department/School
Peter Underwood CentrePublisher
BrillPlace of publication
The NetherlandsExtent
16Rights statement
Copyright 2020 Koninklijke Brill NV, Leiden, The NetherlandsRepository Status
- Restricted