The Global Youth Solutions Programme: Exploring Freirean Influences and Transformative Pedagogy as a Toolkit for Empowering Young People 2001 – 2019

Abstract

This thesis explores the impact of transformative pedagogy within the GYS Programme. It will help develop a greater understanding of the process and offer an opportunity to influence policy and practice regarding young people’s role as community development agents, incorporating action towards systematic change (Jemal & Bussey, 2018:51). With reference to Freirean pedagogical methods the study intends to evaluate the GYS programme as an effective community-based practice model, addressing social injustices and inequitable social structures. Enhancing knowledge of youth-led community development through evidence-based data, it will also inform professionals in transformative community-based educational situations and academia.

Relying heavily on subjective interpretations of participants’ accounts, the study employs qualitative methods, consisting of focus groups and semi-structured interviews with nine participants. Utilising a thematic analysis approach, I gained a greater understanding of how individuals think, feel and do (Clarke & Braun, 2017:297). In accordance to community development principles, a secondary analysis method was used to dig deeper into key issues. Interpretivist Voice Centred Relational methodology favoured a more nuanced and human understanding, allowing to uncover and hear ‘participant voices’.

Supported by Ledwith’s (2016:152) six-step process (Cycle Model), confirmed participants’ critical thinking for liberation and formed the basis of the research methodology and pedagogical practice. Using Boal’s (2008:98) suggestion of ‘rehearsals for revolution’, role play proved to be a vital element for ‘conscientisation.’ Creating a safe and protected environment to imitate/assess potential solutions, presented confidence and courage to act in the wider world. Key findings show naïve animateurs felt empowered to participate in transformative action to reconceptualise their reality. By understanding how to communicate their vision to peers, they demonstrated co-constructed knowledge for action.

Through understanding the process for transformative education, specifically the liberating components, this thesis will examine how the GYS programme has influenced student knowledge exchange and community engagement.