The Core Elements of Formal and Informal Learning Partnerships for Regeneration Youth

1. The Core Elements of Formal and Informal Learning Partnerships for Regeneration Youth Tracy Galvin University of Limerick

2. Overview • Background of the Study • Case Study of Manchester Craftsmen’s Guild • Framework & Methodology of the 3 Phases • Results and Data • Future Research and Recommendations

3. Background of the Study ‘To develop effective and meaningful educational solutions in extremely disadvantaged areas after a tragic incident occurred in Limerick’ (Fitzgerald, 2007) ‘Education sits at the core of the social regeneration process as it is critical for social inclusion, economic success and sustainability’ (Limerick Regeneration Masterplan, 2008) ‘Efforts to improve access and retention in schools to include the development of flexible curricula should be offered to young people’ (Regeneration Vision Statement, 2008)

4. Manchester Craftsmen’s Guild Bill Strickland founded MCG in 1968 with a Ceramics Studio • 4 Studios (Design, Digital, Photo & Ceramics) • 150 core students per week • Ratio1:8 (Instructor to youth) • http://www.manchesterguild.org/Youth/ATP.htm

5. MCG Facade & Spaces

6. MCG Concert Hall & Gallery Space

7. Photo and Digital Studios

8. Ceramic and Design Studios

9. Research Aim This study aims to identify and promote effective learning partnerships that primary and post-primary schools have with its community in prolonging educational participation toward sustainable social regeneration • Phase 1 -Reconnaissance Phase • Phase 2 -3 months at MCG • Phase 3 – Limerick Context – Relatability

10. Research Questions • What are the engagement and educational practices of youth and staff at MCG? • What factors or conditions contribute to these forms of engagement and educational practices? • How do the views of teaching and learning of both students and teachers align?

11. Theoretical Framework • Creative lens –Creative Learning and Student Perspective (CLASP) (Creative Partnerships) • ‘Critical Event Frame’ (Woods, 1995) • Ownership, Relevance, Control and Innovation and a considerable amount external community engagement (Jeffrey, 2006: 404)

12. Data Collection Methods for Phase 2

13. Core Elements of MCG’s Structures MCG’s Core Values Interpersonal Relationships Personal Growth and Development Positive attitude toward teaching and learning

14. Core Values

15. Youth comments on Core Values Y1: ‘I love them, they are perfect the way they are, they make me feel like a responsible adult and teaching others to do the same’ Y2: ‘They mean a lot because I would like everyone to do one of those for me and in return I would do the same’ Staff: ‘The values highlight the ambience and disposition that positively affects the connotation of the organisation’

16. Interpersonal Relationships Y4: ‘I think it's amazing because everyone has either their own thing going on and it's creative. Plus everyone is respectful and are friends with one another. It's like a big family’ Y5: ‘MCG is a big family. There's no tension or dislike. All around it's respect and friendship’ Y6: ‘It's great. It reflects the mixing pot theory. Everyone goes together and becomes a part of each other’

17. Personal Growth and Development Y5: ‘I love the people, the message, the opportunity. I wouldn't up MCG for anything’ Y3: ‘MCG has influenced me outside of school. I think differently then before. Now when I go outside I am always thinking of what would be a good picture to take’ Y2: ‘Attending MCG has made me go to school more’

18. Youth Comments on MCG How does it make you feel? Y2: ‘It allows you to be out of the box, like, you can be out of the box and not be looked at different for trying different things’ Y3: ‘Free, as a bird. You can relate here. Like at schools you can't really relate to teachers, cause their like stuck up on standards’

19. Reflective Diaries

20. Youth Comment on Teaching & Learning ‘The teaching here is very individualistic and there are enough teachers. If I ask for some help they go out of their way and help... they take their time to actually explain things to you. they’re like oh, do this, try this, this and this, maybe it will help. Its like they want to help you. They want to help you, they want to see you learn and grow... ...They’re not just do it like this and I’m done. I don’t want to deal with you, goodbye They’re not like, I’m getting paid, this is stupid’

21. Youth Comments on Learning FG: ‘Learning at MCG is like being thirsty and having a glass of water in front of you... In school the glass of water is in front of you but it’s further, here (MCG) it’s already there for us.. All you have to do is just drink it’ Y2: ‘Teaching and learning are different from my school experience. At school the classes are bigger and the subjects are boring. Also the teachers at school act all responsible and boring. But at MCG you can pick what classes you want to take and the classes are a lot smaller. The subjects are fun because you get to pick what you want to take. Also the teachers at MCG are fun and cool because they take the time to get to know you’

22. MCG’s Success ‘School-community partnerships can be described as the ‘‘connections between schools and community individuals, organizations, and businesses that are forged to promote students’ social, emotional, physical, and intellectual development’ (Sanders, 2001: 20) • Programmes offered • External resource networks • Learning partnerships

23. Learning Partnerships ‘Partnerships are most often initiated by school personnel to ensure they address the students’ needs’ (Hands, 2005) Learning partnerships must strive to develop the will to work with (not just for) disadvantaged groups (O’Brien & O´Fathaigh, 2005)

24. Lessons Learned • Partnership approach between schools and regeneration communities • Multiple factors needed to achieve success • Informal approach to education that builds upon self-esteem, personal development and encourages youth learning

25. PHASE 3 This study aims to identify and promote effective learning partnerships that primary and post-primary schools have with its community in prolonging educational participation • Partnerships, power status, relationships and tensions and difference that exist between the formal and informal sectors • Work with the regeneration youth NOT for them (O'Brien, S. & Fathaigh, M.Ó , 2005) • Significance and meaning of inter-personal relationships, education and values in and outside of school • Importance of links with afterschool activities and extra curricular activities • Does any of the above impact school retention?

26. References • Creative Partnerships (2008) Website: http://www.creative-partnerships.com/ (accessed April, 2009). • Fitzgerald, B. (2007) Addressing Issues of Social Exclusion in Moyross and Other Disadvantaged Areas of Limerick City: Report to the Cabinet Committee on Social Inclusion. • Hands, C. (2005) It’s who you know and what you know: The process of creating partnerships between schools and communities, The School Community Journal, 15(2), 63–84.

27. References • Hands, Catherine M.(2010) ‘Why collaborate? The differing reasons for secondary school educators' establishment of school-community partnerships' School Effectiveness and School Improvement,, First published on: 12 February 2010 • Jeffery, B. (2006) Creative Teaching and Learning: Towards a Common Discourse and Practice, Cambridge Journal of Education, 36 (3), 399-414. • Limerick Southside Regeneration Agency (2008) Our Community, Our Vision, Our Future: Regeneration of Southill and Ballinacurra Weston, Limerick Regeneration. • Limerick Regeneration Agencies (2008) The Masterplan, Limerick Regeneration.

28. References • O'Brien, S. & Fathaigh, M.Ó ( 2005) Bringing in Bourdieu's theory of social capital: renewing learning partnership approaches to social inclusion, Irish Educational Studies, 24: 1, 65-76. • Sanders, M.G. (2001)The role of ‘‘community’’ in comprehensive school, family, and community programmes. The Elementary School Journal, 102, 19–34. • Woods, P. (1995) Creative Teachers in Primary Schools, Buckingham: Open University Press.

29. QUESTIONS or FEEDBACK Tracy Galvin Dr. Jim Gleeson & Dr. John O’Reilly Department of Education & Professional Studies Tracy.Galvin@ul.ie +00353 61 213640