Jon Ord - Academia.edu (original) (raw)
Papers by Jon Ord
This valuable textbook communicates the complexities and controversies at the heart of youth work... more This valuable textbook communicates the complexities and controversies at the heart of youth work management, exploring key issues in a critical fashion. Written by a team of experienced youth work lecturers, the chapters cover topics such as planning, evaluation and supervision, whilst acknowledging the changing structures of integrated services and the impact of public service reform. Divided into three sections, it covers: Historical and theoretical context Critical practice issues, including leadership, policy constraints, planning and accountability Managing in different settings, for instance integrated services and the voluntary sector Aimed at both youth work students studying for their professional qualification, as well as practicing managers, Critical Issues in Youth Work Management encourages critical thinking about what management in youth work is and what it can be. It includes reflective questions and further reading, and case studies are integrated throughout.
Whilst experiential learning is an increasingly established aspect of youth work practice, in the... more Whilst experiential learning is an increasingly established aspect of youth work practice, in the main it is dominated by a simplistic four stage cycle which is attributed to Kolb (1984). However, it will be demonstrated in this article that this is a misinterpretation of Kolb's theory which results in a limited view of 'experience' within experiential learning. It is argued that not only a deeper understanding of Kolb's original theory is required, but a return must be made to John Dewey, perhaps the architect of experiential learning, to fully comprehend its importance. In so doing, a fuller appreciation of young people's experience is acquired, as well as a wider theoretical basis established for existing youth work practice.
A premise of this paper that despite an emphasis on professional distance the occurrence of self-... more A premise of this paper that despite an emphasis on professional distance the occurrence of self-disclosure is inevitable in the practice of youth work, yet there is little in-depth discussion in the literature, which recognises or reflects this. We utilise literature from counselling and psychotherapy which highlights the pervasive and unavoidable nature of self-disclosure within therapeutic relationships. In doing so we argue that not only is self-disclosure inevitable in youth work, but that decisions about whether or not particular disclosures are right or wrong are difficult, arguing that they need to be reflected upon and explored in their particular context. We suggest some boundaries for selfdisclosure, as well as offer a model within which to begin to distinguish aspects of self-disclosure. This it is hoped will help maintain both effective and professional relationships with young people, but maintain that this still requires the professional judgement of youth workers. In so doing self-disclosure is recognised as not only inevitable but as a useful aid to youth work practice.
Dr Jon Ord a travaillé 20 ans en tant que Youth Worker en Angleterre et enseigne aujourd'hui à l'... more Dr Jon Ord a travaillé 20 ans en tant que Youth Worker en Angleterre et enseigne aujourd'hui à l'université de Marjon à Plymouth. Il est l'auteur d'ouvrages et de nombreux articles sur la théorie et les pratiques du travail de jeunesse en Grande-Bretagne. Le présent article se propose de tracer les contours du champ du travail de jeunesse et communautaire au Royaume-Uni aujourd'hui ; ou plus précisément en Angleterre et au Pays de Galles puisque les contextes sont légèrement différents en Irlande du Nord et en Ecosse. Il s'agit de présenter ici une série de faits et d'événements et d'en proposer une analyse critique. Il convient tout d'abord de préciser le sens de ce que l'on appelle travail de jeunesse et communautaire 1. L'étendue de ce champ et la diversité des pratiques qui s'y inscrivent ne permettent pas d'en donner une définition exhaustive mais on peut commencer par indiquer ce qui n'en relève pas. En Angleterre et au Pays de Galles, le travail de jeunesse et communautaire se distingue de l'enseignement formel et du travail social où les professionnels ont un statut et des responsabilités mieux établis pour la prise en charge des jeunes dans les domaines de la justice et de l'action sociale. En effet, le TJC s'appuie sur une approche informelle et sur l'importance accordée à la construction de relations « authentiques » avec les communautés. Ses valeurs s'articulent autour des notions de respect, d'intégrité et d'égalité. Les points de départ et d'attention du TJC sont centrés sur les populations (jeunes, habitants...) et ne se déterminent pas selon des besoins ou problèmes prédéfinis. C'est ce que Bernard Davies appelle « prendre les gens là où ils en sont ». Les notions de choix et de pouvoir sont également importantes ; celles et ceux avec qui nous travaillons doivent être en mesure de négocier la nature de leur engagement dans la relation. Par ailleurs, le TJC relève d'une approche collective et s'intéresse donc plutôt aux groupes. Enfin, et peut-être même surtout, il a une finalité éducative, vise un développement individuel et collectif des populations et se veut vecteur de changement. Il semble que ces valeurs et ces approches 1 NDT. L'expression travail de jeunesse et communautaire et son acronyme TJC seront utilisés pour traduire youth and community work. On rencontre l'expression travail de jeunesse dans les publications en français du Conseil de l'Europe.
This paper is based on research undertaken on the supervised practice of an undergraduate program... more This paper is based on research undertaken on the supervised practice of an undergraduate programme of study which leads to both BA (Hons) degree and a professional qualification in youth work in a university in England. Youth work, for those unfamiliar with it, is a form of informal and experiential educational practice with young people often located in community settings. The purpose of youth work is to help young people learn about themselves, others and society through the use of educational activities which combine enjoyment, challenge and learning. Importantly, however, the findings of this paper we would argue are directly transferable to a variety of practice-based educational and vocational settings where students need to reflect on, analyse and either assess their own practice or have their practice assessed by others.
This paper attempts to address some of the fundamental problems which underlie current attempts t... more This paper attempts to address some of the fundamental problems which underlie current attempts to bring youth work to account. Firstly it is argued that the accountability agenda with its emphasis upon outcomes and outputs misunderstands the process by which they emerge. Rather than youth work being portrayed as a linear process it will be proposed that there is an indirect 'incidental' relationship between what youth workers do and the outcomes that emerge out of a process of engagement; such that simplistic accountability measures are inadequate. Secondly it is argued that given the essentially 'moral' nature of youth work interventions and the resulting outcomes, ie. whether their decisions and actions enable young people to live 'good' lives. We need to develop a methodology for youth work evaluation which reflects this. It will be suggested that much can be gained from an application of Aristotle's concept of Phronesis, not least because of the importance placed on 'context'. IT dOes NOT need me to point out that the recent history of youth work is one of increasing compartmentalisation, accountability and an increasing emphasis on its outcomes. This is however the context for this paper, which attempts to answer some of the questions about why such an exclusive focus on outcomes is particularly problematic for the practice of youth work, and what we can try and do about it. Youth work does have significant and profound outcomes for the young people who are engaged in its process, but an exclusive focus on outcomes independent of the process that produces them is at best putting the 'cart before the horse', if not expecting the cart to pull itself. Before exploring this problem however, as well as suggesting why Aristotle's concept of phronesis offers a solution to it, I want to remind us of some of the key drivers of this current policy context, from an english perspective, though I am sure much of it will resonate with many of you outside of this national context. Policy Context Attempts to draw youth work into a specific outcomes-focused practice are evidenced as early as
This paper recommends a reconceptualisation of “experience learning”. It is premised on a belief ... more This paper recommends a reconceptualisation of “experience learning”. It is premised on a belief that the simplistic learning cycle is problematic and moreover is an oversimplified interpretation of Kolb’s original model of experiential learning. We
argue that to understand experiential learning fully a return to the original theoretical conceptualisation by John Dewey is
necessary. Importantly Dewey conceives of an experience, and therefore the learning that results from it, as a transaction between the individual and their environment and is therefore a consequence of their ‘trying’ and ‘undergoing’ within that experience. Dewey also emphasises the importance of ‘meaning’ within experiential learning, something not fully accounted for within the simplified model. We argue that with an appreciation of Dewey the full potential of learning by, and through, the experience of outdoor education can be maximised and the full meaning of that experience explored.
International Journal of Lifelong Education, 2009
Experiential learning has explicitly, since the publication of the Kolb ‘treatise’ been a corners... more Experiential learning has explicitly, since the publication of the Kolb ‘treatise’ been a cornerstone of youth work practice in the UK. It is the contention of this paper that there is a significant misinterpretation of Kolb’s theory by those who have applied his theory to youth work. Not least that experience is framed as: ‘concrete experience’ and therefore something ‘other’ or additional to the life experience of those being educated. This concrete experience is interpreted in youth work as the undertaking of discrete activities upon which, via subsequent reflection, learning is elicited. What is argued in this paper is that what is required is a return to the formulation of experiential education conceived of by Dewey which locates ‘lived experience’ at the heart of the educational process. For Dewey experience involves a dual process of understanding and influencing the world around us, as well as being influenced and changed ourselves by that experience, what Dewey referred to as ‘trying’ and ‘undergoing’. This important aspect of experiential learning is omitted from the interpretation of Kolb as a simplistic four‐stage learning cycle, though not ironically from his own theory. Finally learning by experience is according to Dewey necessarily concerned with growth and therefore lifelong education—in addition a commitment to Dewey implies rather than denies a curriculum in youth work, a point that those who advocate experiential learning tend to deny.
This valuable textbook communicates the complexities and controversies at the heart of youth work... more This valuable textbook communicates the complexities and controversies at the heart of youth work management, exploring key issues in a critical fashion. Written by a team of experienced youth work lecturers, the chapters cover topics such as planning, evaluation and supervision, whilst acknowledging the changing structures of integrated services and the impact of public service reform. Divided into three sections, it covers: Historical and theoretical context Critical practice issues, including leadership, policy constraints, planning and accountability Managing in different settings, for instance integrated services and the voluntary sector Aimed at both youth work students studying for their professional qualification, as well as practicing managers, Critical Issues in Youth Work Management encourages critical thinking about what management in youth work is and what it can be. It includes reflective questions and further reading, and case studies are integrated throughout.
Whilst experiential learning is an increasingly established aspect of youth work practice, in the... more Whilst experiential learning is an increasingly established aspect of youth work practice, in the main it is dominated by a simplistic four stage cycle which is attributed to Kolb (1984). However, it will be demonstrated in this article that this is a misinterpretation of Kolb's theory which results in a limited view of 'experience' within experiential learning. It is argued that not only a deeper understanding of Kolb's original theory is required, but a return must be made to John Dewey, perhaps the architect of experiential learning, to fully comprehend its importance. In so doing, a fuller appreciation of young people's experience is acquired, as well as a wider theoretical basis established for existing youth work practice.
A premise of this paper that despite an emphasis on professional distance the occurrence of self-... more A premise of this paper that despite an emphasis on professional distance the occurrence of self-disclosure is inevitable in the practice of youth work, yet there is little in-depth discussion in the literature, which recognises or reflects this. We utilise literature from counselling and psychotherapy which highlights the pervasive and unavoidable nature of self-disclosure within therapeutic relationships. In doing so we argue that not only is self-disclosure inevitable in youth work, but that decisions about whether or not particular disclosures are right or wrong are difficult, arguing that they need to be reflected upon and explored in their particular context. We suggest some boundaries for selfdisclosure, as well as offer a model within which to begin to distinguish aspects of self-disclosure. This it is hoped will help maintain both effective and professional relationships with young people, but maintain that this still requires the professional judgement of youth workers. In so doing self-disclosure is recognised as not only inevitable but as a useful aid to youth work practice.
Dr Jon Ord a travaillé 20 ans en tant que Youth Worker en Angleterre et enseigne aujourd'hui à l'... more Dr Jon Ord a travaillé 20 ans en tant que Youth Worker en Angleterre et enseigne aujourd'hui à l'université de Marjon à Plymouth. Il est l'auteur d'ouvrages et de nombreux articles sur la théorie et les pratiques du travail de jeunesse en Grande-Bretagne. Le présent article se propose de tracer les contours du champ du travail de jeunesse et communautaire au Royaume-Uni aujourd'hui ; ou plus précisément en Angleterre et au Pays de Galles puisque les contextes sont légèrement différents en Irlande du Nord et en Ecosse. Il s'agit de présenter ici une série de faits et d'événements et d'en proposer une analyse critique. Il convient tout d'abord de préciser le sens de ce que l'on appelle travail de jeunesse et communautaire 1. L'étendue de ce champ et la diversité des pratiques qui s'y inscrivent ne permettent pas d'en donner une définition exhaustive mais on peut commencer par indiquer ce qui n'en relève pas. En Angleterre et au Pays de Galles, le travail de jeunesse et communautaire se distingue de l'enseignement formel et du travail social où les professionnels ont un statut et des responsabilités mieux établis pour la prise en charge des jeunes dans les domaines de la justice et de l'action sociale. En effet, le TJC s'appuie sur une approche informelle et sur l'importance accordée à la construction de relations « authentiques » avec les communautés. Ses valeurs s'articulent autour des notions de respect, d'intégrité et d'égalité. Les points de départ et d'attention du TJC sont centrés sur les populations (jeunes, habitants...) et ne se déterminent pas selon des besoins ou problèmes prédéfinis. C'est ce que Bernard Davies appelle « prendre les gens là où ils en sont ». Les notions de choix et de pouvoir sont également importantes ; celles et ceux avec qui nous travaillons doivent être en mesure de négocier la nature de leur engagement dans la relation. Par ailleurs, le TJC relève d'une approche collective et s'intéresse donc plutôt aux groupes. Enfin, et peut-être même surtout, il a une finalité éducative, vise un développement individuel et collectif des populations et se veut vecteur de changement. Il semble que ces valeurs et ces approches 1 NDT. L'expression travail de jeunesse et communautaire et son acronyme TJC seront utilisés pour traduire youth and community work. On rencontre l'expression travail de jeunesse dans les publications en français du Conseil de l'Europe.
This paper is based on research undertaken on the supervised practice of an undergraduate program... more This paper is based on research undertaken on the supervised practice of an undergraduate programme of study which leads to both BA (Hons) degree and a professional qualification in youth work in a university in England. Youth work, for those unfamiliar with it, is a form of informal and experiential educational practice with young people often located in community settings. The purpose of youth work is to help young people learn about themselves, others and society through the use of educational activities which combine enjoyment, challenge and learning. Importantly, however, the findings of this paper we would argue are directly transferable to a variety of practice-based educational and vocational settings where students need to reflect on, analyse and either assess their own practice or have their practice assessed by others.
This paper attempts to address some of the fundamental problems which underlie current attempts t... more This paper attempts to address some of the fundamental problems which underlie current attempts to bring youth work to account. Firstly it is argued that the accountability agenda with its emphasis upon outcomes and outputs misunderstands the process by which they emerge. Rather than youth work being portrayed as a linear process it will be proposed that there is an indirect 'incidental' relationship between what youth workers do and the outcomes that emerge out of a process of engagement; such that simplistic accountability measures are inadequate. Secondly it is argued that given the essentially 'moral' nature of youth work interventions and the resulting outcomes, ie. whether their decisions and actions enable young people to live 'good' lives. We need to develop a methodology for youth work evaluation which reflects this. It will be suggested that much can be gained from an application of Aristotle's concept of Phronesis, not least because of the importance placed on 'context'. IT dOes NOT need me to point out that the recent history of youth work is one of increasing compartmentalisation, accountability and an increasing emphasis on its outcomes. This is however the context for this paper, which attempts to answer some of the questions about why such an exclusive focus on outcomes is particularly problematic for the practice of youth work, and what we can try and do about it. Youth work does have significant and profound outcomes for the young people who are engaged in its process, but an exclusive focus on outcomes independent of the process that produces them is at best putting the 'cart before the horse', if not expecting the cart to pull itself. Before exploring this problem however, as well as suggesting why Aristotle's concept of phronesis offers a solution to it, I want to remind us of some of the key drivers of this current policy context, from an english perspective, though I am sure much of it will resonate with many of you outside of this national context. Policy Context Attempts to draw youth work into a specific outcomes-focused practice are evidenced as early as
This paper recommends a reconceptualisation of “experience learning”. It is premised on a belief ... more This paper recommends a reconceptualisation of “experience learning”. It is premised on a belief that the simplistic learning cycle is problematic and moreover is an oversimplified interpretation of Kolb’s original model of experiential learning. We
argue that to understand experiential learning fully a return to the original theoretical conceptualisation by John Dewey is
necessary. Importantly Dewey conceives of an experience, and therefore the learning that results from it, as a transaction between the individual and their environment and is therefore a consequence of their ‘trying’ and ‘undergoing’ within that experience. Dewey also emphasises the importance of ‘meaning’ within experiential learning, something not fully accounted for within the simplified model. We argue that with an appreciation of Dewey the full potential of learning by, and through, the experience of outdoor education can be maximised and the full meaning of that experience explored.
International Journal of Lifelong Education, 2009
Experiential learning has explicitly, since the publication of the Kolb ‘treatise’ been a corners... more Experiential learning has explicitly, since the publication of the Kolb ‘treatise’ been a cornerstone of youth work practice in the UK. It is the contention of this paper that there is a significant misinterpretation of Kolb’s theory by those who have applied his theory to youth work. Not least that experience is framed as: ‘concrete experience’ and therefore something ‘other’ or additional to the life experience of those being educated. This concrete experience is interpreted in youth work as the undertaking of discrete activities upon which, via subsequent reflection, learning is elicited. What is argued in this paper is that what is required is a return to the formulation of experiential education conceived of by Dewey which locates ‘lived experience’ at the heart of the educational process. For Dewey experience involves a dual process of understanding and influencing the world around us, as well as being influenced and changed ourselves by that experience, what Dewey referred to as ‘trying’ and ‘undergoing’. This important aspect of experiential learning is omitted from the interpretation of Kolb as a simplistic four‐stage learning cycle, though not ironically from his own theory. Finally learning by experience is according to Dewey necessarily concerned with growth and therefore lifelong education—in addition a commitment to Dewey implies rather than denies a curriculum in youth work, a point that those who advocate experiential learning tend to deny.