The REIL Model - An Engagement and Learning Tool for Marginalized Learners in Non-Formal and Formal Learning Settings

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dc.contributor.authorBigsby, Katy
dc.contributor.supervisorClover, Darlene
dc.date.accessioned2020-05-26T16:38:41Z
dc.date.available2020-05-26T16:38:41Z
dc.date.copyright2019en_US
dc.date.issued2020-05-26
dc.degree.departmentDepartment of Educational Psychology and Leadership Studiesen_US
dc.degree.levelMaster of Education M.Ed.en_US
dc.description.abstractThrough my work as an educational consultant with community and government organizations, I became aware of the impact non-formal learning programs could have on marginalized learners as flexible, self-selective spaces that learners co-create with learning facilitators. For this project, I developed an engagement and learning model to support marginalized children and youth. I’ve named it the REIL model. REIL stands for Rapport, Engage, Imagination & creativity, and Learners. It can be used in non-formal or formal learning settings. Rapport is the ongoing practice of being interested and engaged in all learners. It is the central focus of the model. Rapport is the capacity to support, not manage learners. Engagement happens when learning facilitators provide a flexible, co-created, learner-centered environment in which learners initiate tasks and lead activities. Imagination and creativity allows learners to create alternate possibilities beyond the rigid stereotypes or oppression they may face in their day to day lives. It allows learners to be self-expressed and empowered. Finally, Learners is about knowing your learners. It is the ability to welcome families and communities into your program or the capacity to go out into the community to meet families where they are. It is the courage to acknowledge and discuss structural inequities your learners may face. This paper highlights ways in which non-formal learning approaches can strengthen connections, opportunities, voice, and ultimately empower marginalized learners.en_US
dc.description.scholarlevelGraduateen_US
dc.identifier.bibliographicCitationCicutto, L., Brooks, D., & Henderson, K. (2004). Self-care issues from the perspective of individuals with chronic obstructive pulmonary disease. Patient Education and Counseling, 55(2), 168-176. doi:10.1016/j.pec.2003.08.012en_US
dc.identifier.urihttp://hdl.handle.net/1828/11773
dc.language.isoenen_US
dc.rightsAvailable to the World Wide Weben_US
dc.subjectmarginalized learnersen_US
dc.subjectnon-formal learningen_US
dc.subjectformal learningen_US
dc.subjectengagement modelen_US
dc.subjectlearning modelen_US
dc.subjectengaging marginalized learnersen_US
dc.subjectimagination and learningen_US
dc.subjectcreativity and learningen_US
dc.subjectcritiques of formal learningen_US
dc.subjectengagement and learning modelen_US
dc.subjectfailings of formal educationen_US
dc.titleThe REIL Model - An Engagement and Learning Tool for Marginalized Learners in Non-Formal and Formal Learning Settingsen_US
dc.typeprojecten_US

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