YOUTH CIVIC

Recommendations

Info

Sport is always linked to the values, norms and culture of the society in which it is played. Young migrants generally have problems finding their way in their new environment, and participation in sport provides them with the opportunity to assimilate. Furthermore, when “different” people work together in a team, obeying the same rules to achieve a common goal, a sense of camaraderie emerges similar to that found in traditional communities where mutual support was necessary for survival. Recent research from Norway confirms that team sports such as basketball and soccer offer opportunities for migrant youth to develop a sense of belonging, whereas individual or expressive activities such as aerobics are more ego-centred and therefore less effective in promoting integration. SPORT NOT FOR SPORT’S SAKE It is worth pointing out that sport in itself is not enough to effect broader development, except at the individual level. This is because participation in an inherently competitive activity has limited potential to engage youth. As it is commonly assumed by Governments and non-governmental organizations that sport is, in itself, a solution for many youth-related problems, little thought is given to how the potential of sport might be interpreted and utilized more meaningfully. Research from around the globe has emphasized that sport must be regarded as a “hook” for engaging young people. The idea is to use sport to attract youth and to then add other activities beyond sport to bring about individual and community development and induce social change. For example, organizations can offer activities in neighbourhoods with disadvantaged youth, providing them with access to sport that they would not normally have (such as street leagues). Through cooperation with specific organizations, activity modules relating to education, health, peacebuilding or other areas of interest can be added. Collaboration with non-sport-related organizations is essential because such organizations have the resources and expertise to implement comprehensive programmes with sport as a necessary building block. The focus is hence not on sport for pure sporting success, but on sport as a means to reach out to youth and engage them beyond sport. RECOMMENDATIONS The recommendations below are intended to guide policy and programme planning focused on sport for youth development. Recommendations for youth Contribute Knowledge. Provide “insider” knowledge to inform the content and delivery of sport for youth development programmes. Contribute to Programme Development. Contribute actively to the creation and adaptation of sport for youth development initiatives and to relevant outreach (via social networks, for example). Recommendations for Governments/policymakers Design and Adapt Policies. Design and adapt policies and educational curricula to ensure that the potential of sport can be actualized to benefit youth on various levels. 141
Provide Funding and Infrastructure. Provide funding and a safe and easily accessible sport infrastructure to engage as many youth as possible. Engage Stakeholders. Cooperate with a wide range of stakeholders from various fields and sectors (including sport and academia), utilizing existing expertise in the development of sport for youth development. Recommendations for all stakeholders Engage youth. Actively involve youth as both leaders and informants in the design of sport for youth development programmes to learn what is wanted and needed from young people themselves. Target marginalized youth. Implement programmes for marginalized youth, including migrant youth and youth with disabilities, in the areas where they feel safest and most at home (including neighbourhoods and common meeting places). SUGGESTIONS FOR FURTHER READING Allen, James T., and others. Sport as a vehicle for socialization and maintenance of cultural identity: international students attending American universities. Sport Management Review, vol. 13, No. 4 (November 2010), pp. 421-434. Coakley, Jay. Youth sports: What counts as “positive development?” Journal of Sport & Social Issues, vol. 35, No. 3 (2011), pp. 306-324. Dudfield, Oliver, ed. Strengthening Sport for Development and Peace: National Policies and Strategies. London: Commonwealth Secretariat, 2014. See pp. 63-75. Available from http://www. sportsthinktank.com/uploads/strengthening-sport-for-development-and-peace-national-policies-and-strategies-january-2014.pdf. Gould, Daniel, and Sarah Carson. Life skills development through sport: current status and future directions. International Review of Sport and Exercise Psychology, vol. 1, No. 1 (2008), pp. 58-78. Kelly, Laura. “Social inclusion” through sports-based interventions? Critical Social Policy, vol. 31, No. 1 (February 2011), pp. 126-150. Krüger, Michael. Global perspectives on sports and movement cultures: from past to present—modern sports between nationalism, internationalism, and cultural imperialism. The International Journal of the History of Sport, vol. 32, No. 4 (2015), pp. 518-534. Rauscher, Lauren, and Cheryl Cooky. Ready for anything the world gives her?: A critical look at sports-based positive youth development for girls. Sex Roles, vol. 71 (February 2015). 142
Page 1 and 2:
YOUTH CIVIC ENGAGEMENT
Page 3 and 4:
World Youth Report Published by the
Page 5 and 6:
Peace Bell Ceremony to commemorate
Page 7 and 8:
CONTENTS CHAPTER 1: INTRODUCTION 10
Page 9 and 10:
EXPLANATORY NOTES The terms “coun
Page 11 and 12:
CHAPTER 1
Page 13 and 14:
CHAPTER 1 SITUATION OF YOUTH The tr
Page 15 and 16:
CHAPTER 1 YOUNG PEOPLE TAKING ACTIO
Page 17 and 18:
CHAPTER 1 Introduction (chapter one
Page 19 and 20:
ENGAGED CITIZENSHIP The discourse o
Page 21 and 22:
Interaction theory posits that the
Page 23 and 24:
social actors. It has been argued t
Page 25 and 26:
eal, substantial, and significant.
Page 27 and 28:
2CHAPTER Teenagers at Instituto Rec
Page 29 and 30:
2CHAPTER Young people typically exp
Page 31 and 32:
2CHAPTER Meanwhile, developed econo
Page 33 and 34:
BOX 2.3. TRAINING AND SKILLS DEVELO
Page 35 and 36:
2CHAPTER vulnerable position than t
Page 37 and 38:
IN SEARCH OF BENCHMARKS FOR QUALITY
Page 39 and 40:
Internships linked to educational p
Page 41 and 42:
and create more detailed guidelines
Page 43 and 44:
Duration. The duration of an intern
Page 45 and 46:
of the global jobs crisis on young
Page 47 and 48:
Lain, David, and others. Evaluating
Page 49 and 50:
BOX 2.5. YOUTH ENTREPRENEURSHIP IN
Page 51 and 52:
Of equal importance are those assoc
Page 53 and 54:
need to work together to improve en
Page 55 and 56:
Schoof, Ulrich, and Amina Semlali.
Page 57 and 58:
LABOUR MARKET TRENDS AMONG YOUNG WO
Page 59 and 60:
membership for young workers is sim
Page 61 and 62:
if they are to participate fully in
Page 63 and 64:
3 CHAPTER © UN Photo/ Paulo Filgue
Page 65 and 66:
3CHAPTER With the global youth popu
Page 67 and 68:
3CHAPTER NEGATIVE ENGAGEMENT When y
Page 69 and 70:
YOUTH ELECTORAL PARTICIPATION James
Page 71 and 72:
TABLE 3.1. POLITICAL PARTICIPATION
Page 73 and 74:
FIGURE 3.2. PARTICIPATION IN ELECTO
Page 75 and 76:
circumscribed political action have
Page 77 and 78:
FIGURE 3.4. PARTICIPATION IN ISSUE-
Page 79 and 80:
While many highly educated, relativ
Page 81 and 82:
Blais, André. Political participat
Page 83 and 84:
TRANSITIONS IN POWER: YOUNG PEOPLE'
Page 85 and 86:
Young people in both Egypt and Tuni
Page 87 and 88:
Five-Year Action Agenda. As the int
Page 89 and 90:
concept remain cognizant of the his
Page 91 and 92: fraternity of believers, or of Neo-
Page 93 and 94: demagogues, gangs and violent crimi
Page 95 and 96: Address socioeconomic inequality. G
Page 97 and 98: crowdsourcing or peer production—
Page 99 and 100: and use an array of media activism
Page 101 and 102: against them. Several lampooning me
Page 103 and 104: it can pose risks to participants t
Page 105 and 106: Technologies and communities that o
Page 107 and 108: It is essential to look to the futu
Page 109 and 110: 4CHAPTER
Page 111 and 112: 4CHAPTER Involving youth—as colla
Page 113 and 114: 4CHAPTER helping those “without
Page 115 and 116: BOX 4.2. BENEFITS OF YOUTH ENGAGEME
Page 117 and 118: CHAPTER BOX 4.3. APPROACHES TO PEAC
Page 119 and 120: 4CHAPTER emotional development and
Page 121 and 122: RECONCEPTUALIZING YOUTH VOLUNTARISM
Page 123 and 124: Girl Guides. Youth volunteering pro
Page 125 and 126: young women and men. 233 Below is a
Page 127 and 128: KEY CHALLENGES AND OPPORTUNITIES So
Page 129 and 130: themselves, their families and comm
Page 131 and 132: violence—structural, 249 cultural
Page 133 and 134: • Financial and material support
Page 135 and 136: other youth to engage civically thr
Page 137 and 138: Policymakers: • Policymakers shou
Page 139 and 140: YOUTH PARTICIPATION IN SPORT FOR DE
Page 141: BOX 4.6. SPORT AND THE ENGAGEMENT O
Page 145 and 146: 5CHAPTER
Page 147 and 148: 5CHAPTER YOUTH POLICYMAKING: LESSON
Page 149 and 150: RECOMMENDATIONS FOR ECONOMIC ENGAGE
Page 151 and 152: CHALLENGE POLITICAL APATHY AND EMPO
Page 153 and 154: TRANSITIONS IN POWER OPEN CHANNELS
Page 155 and 156: Youth should be developing digital
Page 157 and 158: PEACEBUILDING DEEPEN UNDERSTANDING
Page 159 and 160: ANNEX AUTHOR BIOGRAPHIES Chapter On
Page 161 and 162: Perceptions and Behaviours of Young
Page 163 and 164: A volunteer paints a fresco on a wa
show all

YOUTH CIVIC

Create successful ePaper yourself

Delete template?

Save as template?