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Climb up wherever you are. Your path is like a scrapbook, a handful of pages to revisit, decisions made, inadvertent high scores and lucky mistakes. What factors have brought you to where you are?

Orbital Logbooks allows you to browse through a collage of impressions that ten professionals from the field of education have collected over the course of a year in their field journals.

The journey is an infinite, circular itinerary, which we encourage you to follow as you like so that you lose yourself in the different stages that make up the landscape of empowerment.

Orbital logbooks
Empowerment is a continuous, infinite journey. The circle you will see next aims to be its representation. In it are situated, in the form of coloured circumferences, the different stages of the empowerment process that ten professionals in the field of education have defined with their thoughts and reflections. By selecting them, you will be able to see what stage they refer to and you will discover the materials made to describe it.

The different colours correspond to three types of resources:
The green circumferences contain pages from field journals.
The orange ones, audio-visual pieces on specific topics, recorded by the educators themselves.
The yellow ones contain fragments of four focus groups where participants shared experiences.

Through these materials, you will be able to delve into the meaning of a term as abstract and multifaceted as that of youth empowerment; circulating through its stages, from prior reflection to the evaluation of the results obtained.

In the menu on the top right, you can learn more about the project and also access an archive of the materials, where you can filter them by specific concepts and interests.
This page has been elaborated following the recommendations of the use of non-sexist language. Therefore, as far as possible, we have used generic expressions that include gender diversity.
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"My name is Jose Alonso Represa. I was born in and live in the Raval district of Barcelona. I have been working as a social educator for more than 25 years, specializing in the field of guidance and job finding. Much of my professional career has been spent at the Casal d'infants (children’s centre) del Raval and at the Fundació Èxit where I continue to collaborate today.

At the moment I’m working as a social consultant and trainer specialized in guidance methodologies (skills, employability, tutorial action), labour mediation and corporate volunteering. In addition to the Fundació Exit, I collaborate with the Diputació de Barcelona (Government body) giving guidance talks and carrying out training for people looking for work with different town councils and with the Associació Adonar de València."

November 12th, 2018

 

             I’m starting this journal by explaining what could be considered as my own process of empowerment and my beginnings in the professional field of social education with children and youth.

First of all, I do not have a university degree; my education is and has been completely experiential: I have acquired it by working.

I was born in the Carmel  district (Barcelona) when there were still shanties, and when I was two years old, we moved to the Gothic district, to the Passatge dels Escudellers. I went to school until I was fourteen which was

when my academic stage ended and another one began, learning in the street, like many of the young people I now work with. It’s been years since then, a time when there were hardly any social services in the city of Barcelona.

Three years went by before there was a moment of change. It was when I came into contact with the Children’s Casal in the Raval district, when I was around 16-17 years old.

Together with a group of young people of my same age, we were asked to act as instructors for the children who attended the service. It was the beginning of the Casal and we were very young, the line between instructor and child was blurry. Together we saw the Children’s Casal grow from the start and we were involved for many years until

the Social Education studies were established and the association of social workers was created; a figure that had not been recognized in Spain until then. Most of the people who worked or were involved in this field had the opportunity to become qualified as social workers despite not having gone to university. That was when I realised that it was what I liked to do and what I wanted to do professionally. From then on, though it is true that I have not studied a university degree as such, I have received formation from different schools and learning spaces.

I took this path, which is not the most common one if you want to work in social education, but it comes from a very specific moment, from a maturing process and a totally experiential 

training that kept increasing and became more complete as I established myself professionally in this field.

Jose Alonso; Social educator
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