RadioActive101 Practices (original) (raw)
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International Journal of Inclusive Education, 2020
A. Ravenscroft, J. Dellow, M. J. Brites, A. Jorge & D. Catalão: https://www.tandfonline.com/eprint/wdNiQkUivVNPfTDRU9yI/full This article describes an original international approach to inclusion and non-formal learning of socially excluded young people, through participatory internet radio - RadioActive101. First, we critically discuss the social and digital exclusion of young people. We then describe our approach - that includes participatory action research methods that are influenced by the work of Dewey and Freire, and operate as a process of complex intervention. This supports the inclusive co-production of radio content in ways that support non-formal learning in two EU contexts – the UK and Portugal. We then summarise and compare a qualitative investigation of RadioActive101. This showed positive results, with important similarities and differences between the two contexts. Participants reported that RadioActive101 was motivating and contributed to the development of contemp...
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Learning for life: A case study on the development of online community radio
Santos, S., Brites, M.J., Jorge, A., Catalão, D. e Navio, C. (2015). Learning for life: A case study on the development of online community radio. Cuadernos.info, (36), 111-123. doi: 10.7764/cdi.36.610 URL: http://www.cuadernos.info/index.php/CDI In a context of social disaffection and economic crisis, acquiring the skills that promote employability and social participation is an increasing priority. RadioActive Europe is a project that addresses these issues, offering non-formal learning through Internet radio. This article analyzes the implementation of the project in Portugal amongst groups of young people in vulnerable contexts. Our findings suggest that participatory action-research and media education are valuable ways of empowering youngsters from deprived contexts, complementing the constraints of formal schooling.
Community Radio and its Prospects in Education
Indian Journal of Educational Technology Vol.1 (2), 2019
Radio is a powerful mass medium that informs, educates, is inclusive, preserves the local identity of communities and helps reach out to and empower marginalized sections of society. In developing countries, it can add value in several ways, particularly in areas where information, knowledge and technology come at a cost. It has the potential to fill the gap that exists in schools by providing quality education, vocational and skill training to disadvantaged students. The article begins by tracing the history of radio with a focus on the experiments of radio in education across the globe. This ranges from, the BBC's schools broadcasting services in 1924, and programmes for underprivileged children by AIR Madras, to the educational FM channel Gyan Vani being launched in India in 2011. Steering towards the importance of Community Radio and its potential to reach out to underprivileged communities, the paper highlights the educational initiatives launched with community radios by National Council for Science and Technology Communication (NCSTC) in India. The paper also addresses Interactive Radio Instruction (IRI)-a teaching methodology that makes learning fun and evaluating its success stories in India and abroad. Various local-level efforts that have helped in reaching out to the marginalized sections in lieu of improving education has also been discussed. German playwright and author Bertolt Brecht wrote, "Radio is one sided when it should be two. It is purely an apparatus for distribution, for mere sharing out. So, here is a positive suggestion: change this apparatus over from distribution to communication. The radio would be the finest possible communication apparatus in public life, a vast network of pipes. That is to say, it would be if it knew how to receive as well as transmit, how to let the listener speak as well as hear, how to bring him into a relationship instead of isolating him. On this principle the radio should step out of the supply business and organise its listeners as suppliers (Thomas, 2011). The playwright's words highlight the sole purpose of communication as participatory when radio and all other mediums were treated by the state as a source for distribution of information. Citizens are reduced to passive audiences who lend out their ears to mere propaganda and news about various welfare schemes. Their voices are ultimately absent or get lost. This is exactly what can change if Radio serves as an interactive and collaborative medium for communication-a tool for education. Radio is a powerful mass medium that informs and educates, is inclusive, and preserves the local identities of communities and helps reach out to and empower marginalized sections of society. In particular those, who have missed out on access to opportunities on account of not