Balancing Individual and Community Dimensions: Educators' Narratives on Youth Empowerment
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| Title: | Balancing Individual and Community Dimensions: Educators' Narratives on Youth Empowerment |
|---|---|
| Language: | English |
| Authors: | Paloma Valdivia-Vizarreta (ORCID |
| Source: | Education & Training. 2025 67(7-8):737-751. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Teacher Student Relationship, Student Empowerment, Youth, Teacher Attitudes, Personal Autonomy, Self Concept, Teamwork, Student Participation, Educational Practices, Capacity Building |
| DOI: | 10.1108/ET-05-2024-0244 |
| ISSN: | 0040-0912 1758-6127 |
| Abstract: | Purpose: This article analyses the dimensions of youth empowerment in educators' socio-educational narratives. The aims are to identify which dimensions are present, review their interrelationships and examine how educators foster them in their interventions. Design/methodology/approach: A qualitative study was conducted using notes from field journals and ideas shared by educators in focus groups. The study explores the dimensions of youth empowerment in educators' socio-educational work. Findings: The results indicate that educators often focus on youth empowerment from an individual rather than a community perspective, emphasizing self-esteem, autonomy and critical capacity. However, in highlighting accompaniment and proximity in their work with young people, their discourses also reveal an intention to balance individual and community dimensions, underlining the need for reflective spaces in addition to action. Originality/value: This study enhances understanding of how educators perceive and promote youth empowerment in their socio-educational work. It highlights trends and challenges in balancing individual and community dimensions of empowerment and underscores the importance of creating reflective spaces in youth empowerment practices. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1491422 |
| Database: | ERIC |
| Abstract: | Purpose: This article analyses the dimensions of youth empowerment in educators' socio-educational narratives. The aims are to identify which dimensions are present, review their interrelationships and examine how educators foster them in their interventions. Design/methodology/approach: A qualitative study was conducted using notes from field journals and ideas shared by educators in focus groups. The study explores the dimensions of youth empowerment in educators' socio-educational work. Findings: The results indicate that educators often focus on youth empowerment from an individual rather than a community perspective, emphasizing self-esteem, autonomy and critical capacity. However, in highlighting accompaniment and proximity in their work with young people, their discourses also reveal an intention to balance individual and community dimensions, underlining the need for reflective spaces in addition to action. Originality/value: This study enhances understanding of how educators perceive and promote youth empowerment in their socio-educational work. It highlights trends and challenges in balancing individual and community dimensions of empowerment and underscores the importance of creating reflective spaces in youth empowerment practices. |
|---|---|
| ISSN: | 0040-0912 1758-6127 |
| DOI: | 10.1108/ET-05-2024-0244 |
