Practice in perspective: youth engagement and the Canadian context.

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dc.contributor.authorShaw, Katherine
dc.contributor.supervisorMcGregor, Catherine
dc.date.accessioned2012-05-16T18:11:19Z
dc.date.available2012-05-16T18:11:19Z
dc.date.copyright2012en_US
dc.date.issued2012-05-16
dc.degree.departmentDepartment of Educational Psychology and Leadership Studies
dc.degree.levelMaster of Arts M.A.en_US
dc.description.abstractThis study focuses on exploring the personal perspectives and understanding of youth engagement within the Canadian context according to youth engagement researchers, practitioners and funders. This study applied a qualitative research strategy and employed phenomenological methods of interviews and focus groups. This study seeks to highlight the key characteristics and trends from the participant’s perspective within the Canadian youth engagement landscape. Building on the tenants of Transformational Learning Theory and the historical understandings of youth engagement, this study explores how youth engagement is both conceptualized and perceived across three key sectors: researchers, practitioners and funders. Finally, reflecting on the key characteristics identified by the participants this study also discusses the further understanding of the complexity of youth-adult partnerships, the civic role of young people and the potential of developing a collective and shared understanding of youth engagement by practitioners, funders and researchers.en_US
dc.description.scholarlevelGraduateen_US
dc.identifier.urihttp://hdl.handle.net/1828/3992
dc.languageEnglisheng
dc.language.isoenen_US
dc.rights.tempAvailable to the World Wide Weben_US
dc.subjectyouth engagementen_US
dc.subjectcivic engagementen_US
dc.subjectCanadian youth participationen_US
dc.subjectCanadian youth engagementen_US
dc.titlePractice in perspective: youth engagement and the Canadian context.en_US
dc.title.alternativePractice in perspective: youth engagement and the Canada context.en_US
dc.typeThesisen_US

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