Youth as Architects of Social Change: Global Efforts to Advance Youth-Driven Innovation

369 Pages·2017·5.05 MB·English

by  Sheri Bastien

YOUTH AS ARCHITECTS OF
SOCIAL CHANGE:
GLOBAL EFFORTS TO ADVANCE
YOUTH-DRIVEN INNOVATION
Edited by Sheri Bastien and Halla B. Holmarsdottir
Youth as Architects of Social Change
Sheri Bastien • Halla B. Holmarsdottir
Editors
Youth as Architects
of Social Change
Global Efforts to Advance
Youth-Driven Innovation
Editors
Sheri Bastien Halla B. Holmarsdottir
Department of Public Health Science Oslo and Akershus University College
Norwegian University of Life Sciences Oslo, Norway
Ås, Norway
Cumming School of Medicine
University of Calgary
Calgary, AB, Canada
ISBN 978-3-319-66274-9 ISBN 978-3-319-66275-6 (eBook)
https://doi.org/10.1007/978-3-319-66275-6
Library of Congress Control Number: 2017959268
© The Editor(s) (if applicable) and The Author(s) 2017
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The original version of this book was revised. An erratum to this book
can be found at DOI https://doi.org/10.1007/978-3-319-66275-6_13
v
Contents
Part I Positioning Youth as Social Innovators on the
Global Stage 1
The Sustainable Development Goals and the Role of
Youth- Driven Innovation for Social Change 3
Sheri Bastien and Halla B. Holmarsdottir
Global Perspectives on Youth and School-to-Work
Transitions in the Twenty-First Century: New Challenges
and Opportunities in Skills Training Programs 23
Halla B. Holmarsdottir and Kendra Dupuy
Critical Youth Work for Youth-Driven Innovation:
A Theoretical Framework 43
Daniele Morciano and Maurizio Merico
Part II Case Studies of Youth-Driven Innovation for
Social Change 75
vii
viii Contents
The Development of an Innovative One Health Sanitation
Science Fair to Cultivate Change Agent Capacity Among
Pastoralist Youth in Rural Tanzania 77
Sheri Bastien, Erin Hetherington, Keri Williams, Jennifer
Hatfield, and Mange Manyama
Fostering a Rise in Youth Social Entrepreneurship
in the Arabian Peninsula: From Policy to Implementation 97
Seungah Lee and Cameron Mirza
Youth and Politics: The Use of ICTs and the New
Political Activism in Brazil 121
Maria Francisca Pinheiro Coelho and Ana Cristina Murta
Collares
DIY Media-Making for Social Change: Hong Kong’s
Ethnic Minority Youth Speak Back to Exclusion and
Call for Social Action Through Cellphilms 155
Casey Burkholder
Building Student Change Agent Capabilities: Case UniWASH
in Uganda 175
Riina Subra, Mikko Koria, Oona Timonen, Stella Neema, and
Annika Launiala
The Amplifier Effect: Oslo Youth Co-creating Urban
Spaces of (Be)longing 215
Ingrid M. Tolstad, Aina Landsverk Hagen, and Bengt Andersen
Cultivating Eco-creativity: The Seeds of Ecological
Responsibility in the Hands of Norwegian Early
Childhood Teachers 243
Biljana C. Fredriksen
Conten ts ix
Fostering Social Innovation in Youth: Learning from
a Youth Social Entrepreneurship Initiative in Ireland 277
Danielle Kennan, John Canavan, and Noreen Kearns
Youth as Architects of Peace? Street Mediation at the
Norwegian Red Cross and Other National Red Cross Unions 301
Espen Marius Foss and Ida Hydle
Erratum to: Youth as Architects of Social Change E1
Index 339
Notes on Contributors
Bengt Andersen is a social anthropologist and senior researcher at the Work
Research Institute, Oslo, and Akershus University College. His fields of interest
are urbanism, urban planning, architecture, suburbia, integration, segregation,
youth, mobility, belonging, and place making. His recent work includes articles
on trust and distrust, urban unrest, urban policy and planning, social sustain-
ability, and large-scale architecture. Andersen is heading the transdisciplinary
research project “Invisible Infrastructures: Socioecological Transformations in
the Postindustrial Metropolis” and the cross-sectorial and transdisciplinary net-
work “SoSmart: Social Justice and the Smart City,” both funded by the Research
Council of Norway.
Sheri Bastien is an associate professor in Public Health at the Norwegian
University of Life Sciences in Norway and also holds an adjunct faculty appoint-
ment at the Cumming School of Medicine, University of Calgary, Canada. She
has been engaged in transdisciplinary research for over a decade in sub-Saharan
Africa and South Asia on a range of issues related to determinants of adolescent
health and global health promotion, with a focus on sexual and reproductive
health and HIV prevention, as well as water, sanitation, and hygiene. In 2014,
through grants from Grand Challenges Canada and the University of Calgary
and with support from faculty and students from Calgary and the Catholic
University of Health and Allied Sciences, she developed an innovative participa-
tory action research project that was implemented and evaluated in rural
Tanzania which involves using curiosity-driven science education (including a
sanitation science fair) and a social entrepreneurship approach to foster livelihood
xi
xii Notes on Contributors
opportunities and with the overall aim being to develop locally relevant water,
sanitation, and hygiene strategies to improve health and education outcomes.
Project SHINE (Sanitation and Hygiene INnovation in Education) is now
being adapted and piloted in rural India. She also co-coordinates a research
project in Nepal financed by Norad (2017–2021), with partners at Tribhuvan
University and Kathmandu University which aims to transform teaching, learn-
ing, and health outcomes at the basic education level.
Casey Burkholder is a Ph.D. candidate at McGill University’s Department of
Integrated Studies in Education in Montreal, Canada, whose research focuses on
an action-oriented cellphone video-making (cellphilm project) with ethnic
minority youth in Hong Kong. Her research interests explore the intersections
of gender, identity, DIY media-making, civic engagement, and social studies
education. In her work as an instructor at Concordia University, McGill
University, and the University of PEI, Casey has infused her teaching practices
with the need to include, explore, and represent multiple perspectives of history,
belonging, and citizenship. Casey is a senior editor of the Canadian Journal for
New Scholars in Education and is currently editing a special issue of the journal
Language and Literacy.
John Canavan is a joint founder and associate director of the UNESCO Child
and Family Research Centre, National University of Ireland Galway. He has
extensive experience in researching and evaluating social intervention programs
in the areas of child and family care, educational disadvantage, and community
and local development. As associate director, John is responsible for oversight of
the work program of the center and acts as principal investigator on a number
of the center’s large-scale projects. His ongoing areas of academic interest include
family support, children’s policy and service delivery, and evaluation theory.
John is actively involved in the Diploma/MA in Family Support Studies, pro-
gram which he co-founded.
Maria Francisca Pinheiro Coelho is a full professor in the Sociology
Department at the University of Brasília, Brazil. She was a postdoctoral fellow at
the New School for Social Research in New York (1995) and worked as an advi-
sor to the Council of Brazilian University Deans and at other governmental
institutions such as the Ministry of Social Development and the Ministry of
Education and Culture in Brazil. She is the author of the book José Genoino:
escolhas políticas (2007), a political biography of a Brazilian politician who was a
student leader and a member of the Araguaia guerrilla in Brazil in the 1960s and
early 1970s. She is also an author and co-author of several other books and