Chapter 8 Learning with the Children’s University
In: Harnessing the Transformative Power of EducationSearch for other papers by Becky Shelley in
Current site
Google Scholar
PubMed
Search for other papers by Georgia Sutton in
Current site
Google Scholar
PubMed
Search for other papers by Karen Eyles in
Current site
Google Scholar
PubMed
Purchase instant access (PDF download and unlimited online access):
Abstract
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.