Balancing individual and community dimensions: educators' narratives on youth empowerment

Abstract

Purpose This article analyses the dimensions of youth empowerment in educators' socio-educational narratives. The aims are to identify which dimensions are present, review their interrelationships and examine how educators foster them in their interventions. Design/methodology/approach A qualitative study was conducted using notes from field journals and ideas shared by educators in focus groups. The study explores the dimensions of youth empowerment in educators' socio-educational work. Findings The results indicate that educators often focus on youth empowerment from an individual rather than a community perspective, emphasizing self-esteem, autonomy and critical capacity. However, in highlighting accompaniment and proximity in their work with young people, their discourses also reveal an intention to balance individual and community dimensions, underlining the need for reflective spaces in addition to action. Originality/value This study enhances understanding of how educators perceive and promote youth empowerment in their socio-educational work. It highlights trends and challenges in balancing individual and community dimensions of empowerment and underscores the importance of creating reflective spaces in youth empowerment practices

This study was supported by the project “Learning through young people's social participation. Its contribution to youth empowerment in youth trajectories. (4HEBE)”. Ref. PID2023-147368OB-I0, funded by MICIU/AEI /10.13039/501100011033 and FEDER, EU