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.
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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“We’re Carme, David and Matilde. We’re part of Teleduca education and communication, an interdisciplinary team of professionals specialized in educommunication in community dynamization in Barcelona. Our work focuses on favouring situations of self-expression and meeting places, where young people take a leading role in participatory audio-visual creation processes.
We provide socio-educational and cultural support to young people of all ages and in very different situations. We act in formal and non-formal educational contexts and informal ones, and we even aim at recombining them. We encourage dialogue and the interrelation of young people with neighbours: the elderly, women's groups, local organizations, always with the idea of bringing the community together, addressing the feeling of belonging and establishing links with the immediate environment.”
June 1st, 2019
As we’ve mentioned in previous entries, often times the environment in which we work generates limitations when it comes to delving into the process of working with young people, and this has repercussions on the way we have to work and therefore on the results we will obtain.
As an example of this, I would like to comment on the experience of the project carried out during the last trimester of the year with the Religion students at the Barri Besòs High School, as part of the Geovivència project.
With this class, we had planned to carry out ten workshops, an hour of class per week, but, due to external factors, such as strikes, outings, final exams, etc., we
were not able to carry out all of the sessions and the time spent working with the students was considerably reduced, which made the process of developing the script and filming difficult. Due to the limited working hours, we had to implement a series of strategies to adjust to the context and thus be able to accompany the students in another way, with the objective of motivating them to work in groups and seeking their involvement in the project, despite the circumstances.
We decided to take advantage of the new technologies and work on the script online through Google Drive; and, to communicate, we created a WhatsApp group with the kids, which allowed us a more effective and immediate communication.
Part of our task in the schools is to make the most of the time available. During this time, we try to motivate the students, so that they can produce an audio-visual creation between all of them and commit to carrying out the final project in the expected deadline. In this case, there were three short films in which they discussed the differences and similarities of religious beliefs and the importance of mutual respect.
In spite of the limitations, the strategy employed worked and the three short films were completed. One of the greatest empowerments was facing the difficulties and managing to produce the three short films despite all odds.
In addition to the material and tangible result, which are the three videos, another result obtained was the students’ commitment and structuring of the teamwork. Also, they later regarded the experience positively. It generated a lot of learning and produced content that goes beyond the classroom. The process allows the students to express and share with their environment everything they have worked on, as well as their opinions. In addition, the exchange allowed by audio-visual media also generates a thoughtful
dialogue that opens the doors to new relationships with the neighbourhood and the city, and new lessons, which favour youth empowerment, in the sense that they take pride in their work and defend it.
These are the voices of some of the students in which we see how they value everything they have learned and are aware of the work they have done.
