{"id":3775,"date":"2014-07-04T23:03:46","date_gmt":"2014-07-04T23:03:46","guid":{"rendered":"http:\/\/infed.org\/mobi\/?page_id=3775"},"modified":"2026-03-17T17:47:14","modified_gmt":"2026-03-17T17:47:14","slug":"main-index","status":"publish","type":"page","link":"https:\/\/infed.org\/dir\/welcome\/main-index\/","title":{"rendered":"index"},"content":{"rendered":"\r\n

a<\/span><\/a>\u00a0 b<\/a>\u00a0 c<\/a>\u00a0 d<\/a>\u00a0 e<\/a>\u00a0 f<\/a>\u00a0 g<\/a>\u00a0 h<\/a>\u00a0 i<\/a> \u00a0 j<\/a>\u00a0 k<\/a>\u00a0 l<\/a>\u00a0 m<\/a>\u00a0 n<\/a>\u00a0 o<\/a>\u00a0 p<\/a>\u00a0 q<\/a>\u00a0 r<\/a> \u00a0s<\/a>\u00a0 t<\/a>\u00a0 u<\/a>\u00a0 v<\/a>\u00a0 w<\/a>\u00a0 y<\/a>\u00a0 <\/span><\/span> z<\/span><\/span><\/a><\/span><\/span><\/h4>\r\n

[Press CTRL and f to search this page]<\/p>\r\n

 <\/p>\r\n

<\/a>a<\/h4>\r\n

action research<\/a><\/p>\r\n

Jane Addams and informal education<\/a> (in preparation)<\/p>\r\n

Jane Addams: Socialized education<\/a><\/p>\r\n

Jane Addams: The subjective necessity for social settlements<\/a><\/p>\r\n

Jane Addams:\u00a0 Educational methods<\/a><\/p>\r\n

Theodor W. Adorno on education<\/a><\/p>\r\n

adult education<\/a>. \u00a0See, also<\/p>\r\n

the 1919 report – voluntary organizations and adult education<\/a><\/p>\r\n

adult schools<\/a>. See, also:<\/p>\r\n

Rowntree and Binns (1903) The organization of the adult class<\/a><\/p>\r\n

advocacy. See:<\/p>\r\n

Brandon, David on advocacy<\/a><\/p>\r\n

Albemarle Report, the (and the development of youth work in England and Wales<\/a>. See also:<\/p>\r\n

‘Albemarle Report’ – The Youth Service in England and Wales.<\/p>\r\n

Chapter 1: the youth service yesterday and today<\/a>;<\/p>\r\n

Chapter 3: Justification and aims of the youth service<\/a>;<\/p>\r\n

Chapter 5: Activities and facilities<\/a>; and<\/p>\r\n

Chapter 10: Recommendations and priorities<\/a>.<\/p>\r\n

Alinsky, Saul<\/a><\/p>\r\n

andragogy<\/a><\/p>\r\n

animate, care, educate. The core processes of social pedagogy and informal education<\/a><\/p>\r\n

animation<\/a><\/p>\r\n

Hannah Arendt and modernity<\/a>, see also:<\/p>\r\n

Hannah Arendt and Jean Baudrillard: pedagogy in the consumer society<\/a><\/p>\r\n

Argyris, Chris<\/a><\/p>\r\n

Aristotle<\/a><\/p>\r\n

Arts – what educators can learn from the arts about the practice of education<\/a><\/p>\r\n

association<\/a><\/p>\r\n

austerity, the impact on schools and children\u2019s education and well-being<\/a><\/p>\r\n

authenticity<\/a><\/p>\r\n

<\/a>b<\/h4>\r\n

Baden Powell, Robert<\/a>.<\/p>\r\n

Bales, Robert Freed<\/a><\/p>\r\n

Barnardo, Dr Thomas John<\/a><\/p>\r\n

Leonard J. Barnes and youth work<\/a>.<\/p>\r\n

Barnett, Henrietta<\/a><\/p>\r\n

Henrietta O. Barnett – What has the Charity Organisation Society to do with social reform?<\/a><\/p>\r\n

Barnett, Samuel A.<\/p>\r\n

Samuel A. Barnett – Practictable socialism<\/a>.<\/p>\r\n

Barnett, Samuel – University Settlements<\/a><\/p>\r\n

Toynbee Hall<\/a><\/p>\r\n

Leonard Barnett and the church youth club<\/a><\/p>\r\n

Leonard Barnett – club and church (1951)<\/a><\/p>\r\n

Leonard Barnett – why youth clubs?<\/a><\/p>\r\n

Leonard Barnett – responsible people (fellowship and self-government in church youth clubs)<\/a><\/p>\r\n

Batten, T. R. (Reg) and Madge<\/a><\/p>\r\n

Jean Baudrillard<\/a><\/p>\r\n

Hannah Arendt and Jean Baudrillard: pedagogy in the consumer society<\/a><\/p>\r\n

Bermondsey Settlement<\/a>. See, also:<\/p>\r\n

Grace Kimmins and playwork<\/a><\/p>\r\n

Beyond the curriculum: fostering associational life in schools<\/a><\/p>\r\n

bible women<\/a><\/p>\r\n

Biko, Steve<\/a><\/p>\r\n

Augusto Boal<\/a><\/p>\r\n

David Bohm<\/a><\/p>\r\n

Bok, Sissela<\/a><\/p>\r\n

Bookchin, Murray –\u00a0social anarchism, ecology and education<\/a><\/p>\r\n

Booth, Charles – mapping the impact of poverty and acting to improve things<\/a><\/p>\r\n

Bosco, Don<\/a><\/p>\r\n

Pierre Bourdieu: Habitus, capital, and field. Exploring reproduction in the practice of education<\/a>.<\/p>\r\n

Boys’ Brigade<\/a><\/p>\r\n

boys\u2019 club work<\/a><\/p>\r\n

Brandon, David<\/a>.<\/p>\r\n

Brew, Josephine Macalister<\/a>. See, also:<\/p>\r\n

Josephine Macalister Brew – Why clubs at all?<\/a><\/p>\r\n

Browning Hall<\/a><\/p>\r\n

Bruner, Jerome S<\/a><\/p>\r\n

Bryan, Tom<\/a>. See, also:<\/p>\r\n

Tom Bryan (1912) education and civic life<\/a>.<\/a><\/p>\r\n

Buber, Martin<\/a><\/p>\r\n

building theory<\/a><\/p>\r\n

Butterworth, James and Clubland<\/a><\/p>\r\n

Button, Leslie and developmental group work<\/a><\/p>\r\n

<\/a>c<\/h4>\r\n

Caldwell Cook, H.<\/a><\/p>\r\n

calling<\/a>. See also: Too few, too many: The retreat from vocation and calling<\/a><\/p>\r\n

camping – see summer camps<\/a><\/p>\r\n

capacity building<\/a><\/p>\r\n

carers and informal education<\/a><\/p>\r\n

caring<\/a>. See, also,<\/p>\r\n

caring in education – Nel Noddings<\/a><\/p>\r\n

Carpenter, Mary – reformatory schools and education<\/a><\/p>\r\n

Charity Organization Society, The<\/a><\/p>\r\n

Christian informal education<\/a><\/p>\r\n

Christian youth work<\/a>. See, also:<\/p>\r\n

\u00a0youth work and the spark of the divine<\/a><\/p>\r\n

The significance of Circular 1486 – The Service of Youth<\/a>. See, also, full circular<\/a>.<\/p>\r\n

Cities and urbanism<\/p>\r\n

Richard Sennett: Class, the new capitalism, craftsmanship, cooperation and cities<\/a><\/p>\r\n

Citizenship, youth work and democratic renewal<\/a><\/p>\r\n

civic community<\/a><\/p>\r\n

civil society<\/a><\/p>\r\n

Clayton, Revd. Philip (“Tubby”) and TocH<\/a><\/p>\r\n

climate change<\/p>\r\n

see, also: Naomi Klein: globalization, capitalism, neoliberalism and climate change<\/a><\/p>\r\n

club work<\/a>. See also:<\/p>\r\n

Josephine Macalister Brew – Why clubs at all?<\/a><\/p>\r\n

coffee houses<\/a><\/p>\r\n

colonialism<\/a><\/p>\r\n

communitarianism<\/a><\/p>\r\n

community<\/a><\/p>\r\n

community auditing\/profiling and neighbourhood studies<\/a><\/p>\r\n

competence and competency<\/a><\/p>\r\n

core processes of social pedagogy and informal education<\/a><\/p>\r\n

civic community<\/a><\/p>\r\n

community action:<\/p>\r\n

community associations and centres<\/a>.See, also:<\/p>\r\n

community development<\/a><\/p>\r\n

t.r. and madge batten and the non-directive approach to community development<\/a>.<\/p>\r\n

creators not consumers. rediscovering social education, mark k smith<\/a>. You can also download it as a pdf<\/a><\/strong> (screen and print), epub<\/strong><\/a> (Kobo and most Android and Apple reading apps) and mobi<\/strong><\/a> (Kindle).<\/p>\r\n

critical community development – reclaiming the radical agenda<\/a><\/p>\r\n

green jazz, social jazz and community development<\/a><\/p>\r\n

community education<\/a>. See, also:<\/p>\r\n

education in the community and community learning<\/a><\/p>\r\n

community education, colonialism and development<\/a><\/p>\r\n

community learning<\/a><\/p>\r\n

working and learning together to build stronger communities<\/a> – the Scottish Executive (2003).<\/p>\r\n

communities of practice<\/a><\/p>\r\n

community organization<\/a>. See, also:<\/p>\r\n

Saul Alinsky<\/a><\/p>\r\n

community participation<\/a><\/p>\r\n

community schools<\/a>. See, also:<\/p>\r\n

community education<\/a><\/p>\r\n

community schools in Scotland<\/a><\/p>\r\n

extended schools<\/a><\/p>\r\n

folk high schools<\/a><\/p>\r\n

see also: Hiemstra – The community school\u00a0<\/a><\/p>\r\n

community studies<\/a><\/p>\r\n

community work<\/a>. See, also:<\/p>\r\n

regeneration<\/a><\/p>\r\n

competence<\/a><\/p>\r\n

connexions strategy<\/a><\/p>\r\n

connexions – the youth support service<\/a><\/p>\r\n

connoisseurship and criticism<\/a><\/p>\r\n

ContactPoint<\/a><\/p>\r\n

conversation and\u00a0dialogue<\/a><\/p>\r\n

conscientization<\/a><\/p>\r\n

Coyle, Grace<\/a><\/p>\r\n

curfews<\/a><\/p>\r\n

curriculum<\/a><\/p>\r\n

Foreman – personality and curriculum<\/a><\/p>\r\n

<\/a>d<\/h4>\r\n

democracy, education for<\/a><\/p>\r\n

Developing Youth Work<\/a> (the complete book by Mark Smith is hosted on infed.org)<\/p>\r\n

development, life-span<\/a><\/p>\r\n

Dewey, John.<\/a><\/p>\r\n

John Dewey – My Pedagogical Creed<\/a><\/p>\r\n

dialogue<\/a>. See, also:<\/p>\r\n

David Bohm – on dialogue<\/a><\/p>\r\n

Paul Taylor – Dialogue, conversation and praxis<\/a><\/p>\r\n

Dickens, Charles and informal education <\/a><\/p>\r\n

Charles Dickens on ragged schooling<\/a><\/p>\r\n

Charles Dickens – A sleep to startle us<\/a><\/p>\r\n

double-loop learning<\/a><\/p>\r\n

<\/a>e<\/h4>\r\n

Eagar, Waldo McGillicuddy<\/a>. See, also:<\/p>\r\n

Waldo Eagar and the river<\/a><\/p>\r\n

education<\/a>. See also:<\/p>\r\n

What educators can learn from the arts about the practice of education<\/a><\/p>\r\n

education and happiness<\/a><\/p>\r\n

education in the community<\/a><\/p>\r\n

educational settlements<\/a>. See, also:<\/p>\r\n

Educational Settlements Association<\/a> – Community Education.<\/p>\r\n

educational gerontology<\/a><\/p>\r\n

Eisner, Elliot W.<\/a><\/p>\r\n

encounters<\/a><\/p>\r\n

enterprise, young people and youth policy. An overview<\/a><\/p>\r\n

Social enterprise and organizational learning<\/a><\/p>\r\n

evaluation<\/a>. See also:<\/p>\r\n

Bringing evaluation to the grassroots: insights gleaned from studying the mobilization for global justice<\/a><\/p>\r\n

Every Child Matters<\/a><\/p>\r\n

experience<\/a><\/p>\r\n

experiential learning<\/a><\/p>\r\n

extended schools<\/a><\/p>\r\n

<\/a>f-j<\/h4>\r\n

facilitators and facilitation<\/a><\/p>\r\n

Fairbairn-Milson Report – Youth and Community Work in the 70s<\/a><\/p>\r\n

focus groups<\/a><\/p>\r\n

folk high schools<\/a><\/p>\r\n

Follett, Mary Parker\u00a0 <\/a><\/p>\r\n

Freire, Paulo<\/a><\/p>\r\n

friendship<\/a><\/p>\r\n

friendship and education<\/a><\/p>\r\n

Froebel, Friedrich<\/a><\/p>\r\n

Fromm,<\/a> Erich\u00a0<\/a><\/p>\r\n

full-service schooling<\/a><\/p>\r\n

<\/a>g<\/h4>\r\n

M. K. Gandhi<\/a><\/p>\r\n

Gardner, Howard<\/a><\/p>\r\n

gerontology, educational<\/a><\/p>\r\n

Henry A. Giroux and critical pedagogy<\/a><\/p>\r\n

globalization<\/a><\/p>\r\n

see, also: Naomi Klein: globalization, capitalism, neoliberalism and climate change<\/a><\/p>\r\n

globalization and the incorporation of education<\/a><\/p>\r\n

Goetschius, George<\/a>. See, also:<\/p>\r\n

working with unattached youth<\/a><\/p>\r\n

Goodwin, William\u00a0<\/a><\/p>\r\n

Godwin, William and the children’s bookshop<\/a><\/p>\r\n

William Godwin – The characters of man originate in their external circumstances<\/a> (archive)<\/p>\r\n

Gramsci, Antonio<\/a><\/p>\r\n

group<\/a> – definition, forms, dimensions<\/p>\r\n

group work (groupwork<\/a>. See, also:<\/p>\r\n

the early history of groupwork<\/a><\/p>\r\n

social group work: formulation of a method, 1920-1936<\/a><\/p>\r\n

group work: expansion and professionalism, 1937-1955<\/a><\/p>\r\n

group development – forming, storming, norming and performing<\/a><\/p>\r\n

what is group work (groupwork)?<\/a><\/p>\r\n

Grundtvig, N. F. S.\u00a0<\/a><\/p>\r\n

Luther Halsey Gulick<\/a><\/p>\r\n

<\/a>h<\/h4>\r\n

Habitus, capital, and field. Exploring reproduction in the practice of education<\/a><\/p>\r\n

Hadow Reports<\/a><\/p>\r\n

Hahn, Kurt<\/a><\/p>\r\n

Hampstead Garden Suburb<\/a><\/p>\r\n

happiness<\/a><\/p>\r\n

haltung, pedagogy and informal education<\/a><\/p>\r\n

helping, zen in the art of<\/a><\/p>\r\n

Hill, Octavia<\/a>. see also<\/p>\r\n

Octavia Hill – Space for the people<\/a><\/p>\r\n

Hole, James – Social education<\/a><\/p>\r\n

holistic education<\/a><\/p>\r\n

Homans, George Caspar<\/a><\/p>\r\n

home education \/ home schooling<\/a><\/p>\r\n

Horsfall, Thomas Coglan <\/a><\/p>\r\n

bell hooks<\/a><\/p>\r\n

hope, utopianism and educational renewal<\/a><\/p>\r\n

housing, see:<\/p>\r\n

Octavia Hill<\/a><\/p>\r\n

<\/a>i<\/h4>\r\n

Illich, Ivan<\/a><\/p>\r\n

individualization<\/a><\/p>\r\n

informal education<\/a>. See, also:<\/p>\r\n

what is informal education?<\/a><\/p>\r\n

informal, non-formal and formal education \u2013 a brief overview of some different approaches<\/a><\/p>\r\n

walking informal education<\/a> – a virtual and ‘for real’ walk in central London<\/p>\r\n

Jeffs and Smith – using informal education<\/a> (1990)<\/p>\r\n

Smith – informal education<\/a> (from Developing Youth Work) (1988)<\/p>\r\n

non-formal and informal education – towards a new paradigm<\/a><\/p>\r\n

informal Jewish education, the philosophy of<\/a>. See, also:<\/p>\r\n

Reimer – a reply<\/a><\/p>\r\n

informal, non-formal and formal education programmes<\/a><\/p>\r\n

informal learning<\/a><\/p>\r\n

informal learning and home education \/ home schooling<\/a><\/p>\r\n

Innovation in youth work. Thinking in practice (ed. Naomi Stanton)<\/a><\/p>\r\n

Stephen Billett – Critiquing workplace learning discourses: Participation and continuity at work<\/a><\/p>\r\n

Helen Colley, Phil Hodkinson & Janice Malcolm (2002) Non-formal learning: mapping the conceptual terrain. A Consultation Report.<\/a><\/p>\r\n

Sarah Elaine Eaton – formal, non-formal and informal learning: the case of literacy, essential skills and language learning in Canada<\/a><\/p>\r\n

Reinhard Z\u00fcrcher teaching-learning processes between informality and formalization<\/a>.<\/p>\r\n

<\/a>j<\/h4>\r\n

Jazz, green and social<\/a><\/p>\r\n

Jephcott, Pearl<\/a><\/p>\r\n

Jewish informal education<\/a><\/p>\r\n

Jewish youth movements<\/a><\/p>\r\n

Journals – keeping them and using them for learning<\/a><\/p>\r\n

<\/a>k<\/h4>\r\n

Kimmins, Grace<\/a><\/p>\r\n

Klein, Josephine<\/a><\/p>\r\n

Naomi Klein: globalization, capitalism, neoliberalism and climate change<\/a><\/p>\r\n

knowledge<\/a><\/p>\r\n

Malcolm S. Knowles<\/a><\/p>\r\n

Kolb, David A.<\/a><\/p>\r\n

Konopka, Gisela<\/a><\/p>\r\n

Kotinsky, Ruth – on adult education and lifelong learning<\/a><\/p>\r\n

Krishnamurti, Jiddu\u00a0<\/a><\/p>\r\n

<\/a>l<\/h4>\r\n

Lane, Homer<\/a><\/p>\r\n

Lane – The Little Commonwealth<\/a><\/p>\r\n

classical models of leadership<\/a> (trait, behavioural, contigency, transformational)<\/p>\r\n

shared leadership<\/a><\/p>\r\n

learning – single-loop and double-loop<\/a><\/p>\r\n

learning – informal<\/a>. See also:<\/p>\r\n

Billett – critiquing workplace learning discourses: participation and continuity at work<\/a><\/p>\r\n

learning organization<\/a>. See also,<\/p>\r\n

Peter Senge and the learning organization<\/a><\/p>\r\n

learning and place<\/a><\/p>\r\n

learning society<\/a>. <\/strong> See also,<\/p>\r\n

Donald A Sch\u00f6n on reflection and learning<\/a><\/p>\r\n

learning theory<\/a><\/p>\r\n

– behaviourist orientation<\/a><\/p>\r\n

– cognitive orientation<\/a><\/p>\r\n

– humanistic orientation<\/a><\/p>\r\n

– social\/situational orientation<\/a><\/p>\r\n

Lewin, Kurt<\/a><\/p>\r\n

Lidgett, J. Scott<\/a><\/p>\r\n

lifelong learning<\/strong><\/a><\/p>\r\n

lifelong learning and social capital<\/a><\/p>\r\n

lifespan development and lifelong learning<\/a><\/p>\r\n

Lindeman, Eduard<\/a><\/p>\r\n

Lovett, William<\/a>. See, also:<\/p>\r\n

Lovett, William and John Collins\u00a0Chartism: A new organization of the people\u00a0<\/em><\/a><\/p>\r\n

Lying and moral choice in private and public life<\/a><\/p>\r\n

<\/a>m<\/h4>\r\n

Maclure, Will<\/a><\/p>\r\n

Manchester University Settlement and Art Museum<\/a><\/p>\r\n

Marx, Karl<\/a>\u00a0<\/a><\/strong><\/p>\r\n

Mason,<\/a> Charlotte<\/a><\/p>\r\n

Matthews, Joan E<\/a><\/p>\r\n

McClusky, Howard<\/a><\/p>\r\n

McNair Report (1944) Teachers and Youth Leaders<\/a><\/em><\/p>\r\n

mehrgenerationenh\u00e4user \u2013 multi-generational meeting houses \u2013 animation, care and pedagogy<\/a><\/p>\r\n

mentoring and young people<\/a>. See, also:<\/p>\r\n

learning mentors<\/a><\/p>\r\n

youth mentoring in perspective<\/a><\/p>\r\n

Methodism and youth work<\/a><\/p>\r\n

Milson, Fred<\/a><\/p>\r\n

Growing with the Job<\/a><\/p>\r\n

Mills, C. Wright – power, craftsmanship, and private troubles and public issues<\/a><\/p>\r\n

Montagu, Lily\u00a0<\/a><\/p>\r\n

Montessori, Maria\u00a0<\/a><\/p>\r\n

More, Hannah<\/a><\/p>\r\n

Morris, Henry<\/a><\/p>\r\n

See, also: Viewing Impington – Henry Morris and the idea of the village college<\/a><\/p>\r\n

Morris, William on education<\/a>. See, also, in the archives:<\/p>\r\n

William Morris – A factory as it might be<\/a>
 William Morris – Thoughts on education under capitalism<\/a><\/p>\r\n

multiple intelligences<\/a><\/p>\r\n

Muscular Christianity<\/a><\/p>\r\n

<\/a>n<\/h4>\r\n

National Association of Girls\u2019 Clubs and Mixed Clubs (1948) \u2013 The Mixed Club<\/a>.\u00a0<\/p>\r\n

Neal, Mary<\/a><\/p>\r\n

neighbourhood, crime and informal education<\/a><\/p>\r\n

neighbourhoods – sustainable<\/a><\/p>\r\n

Neighborhoods<\/a> (neighbourhoods<\/a>) and regeneration<\/a><\/p>\r\n

neighbourhood studies and community auditing\/profiling<\/a><\/p>\r\n

neuro-linguistic programming<\/a><\/p>\r\n

Noddings, Nel<\/a><\/p>\r\n

non-directive approach to community development<\/a>.<\/p>\r\n

non-formal education<\/a><\/p>\r\n

non-formal and informal education – towards a new paradigm<\/a><\/p>\r\n

non-formal learning<\/p>\r\n

Helen Colley, Phil Hodkinson & Janice Malcolm (2002) Non-formal learning: mapping the conceptual terrain. A Consultation Report. <\/a><\/p>\r\n

Nyerere, Julius<\/a><\/p>\r\n

<\/a>o<\/h4>\r\n

old age pensions<\/a><\/p>\r\n

open schooling<\/a><\/p>\r\n

Organise! A guide to practical politics for youth and community groups<\/a>. [pdf download]<\/p>\r\n

organizational learning<\/a>. See also,<\/p>\r\n

Chris Argyris, theories of action, double-loop learning and organizational learning<\/a><\/p>\r\n

Kurt Lewin, group dynamics and action learning<\/a><\/p>\r\n

Peter Senge and the learning organization<\/a><\/p>\r\n

Social enterprise and organizational learning<\/a><\/p>\r\n

Outward Bound, see:<\/p>\r\n

Hahn, Kurt<\/a><\/p>\r\n

outdoor learning<\/a><\/p>\r\n

Owen, Robert<\/a><\/p>\r\n

Robert Owen. An Address to the Inhabitants of New Lanark<\/a>.<\/p>\r\n

Oxford in Bermondsey<\/a><\/p>\r\n

<\/a>p<\/h4>\r\n

Palmer, Parker J.<\/a><\/p>\r\n

partnerships in education<\/a><\/p>\r\n

participant observation<\/a><\/p>\r\n

participation in learning<\/a><\/p>\r\n

Passmore Edwards Settlement<\/a><\/p>\r\n

Paterson, Alexander – youth work and prison reform<\/a><\/p>\r\n

Pelham, Tom – boys clubs and ragged schooling<\/a><\/p>\r\n

pedagogy<\/a>, see also: Teaching and pedagogy<\/a><\/p>\r\n

Pestalozzi, Johann H.<\/a><\/p>\r\n

Pethick, Emmeline<\/a><\/p>\r\n

see, also, Emmeline Pethick<\/a> – Working girls’ clubs<\/a><\/p>\r\n

Place, space and informael education<\/a><\/p>\r\n

Planning and urban design<\/p>\r\n

Richard Sennett: Class, the new capitalism, craftsmanship, cooperation and cities<\/a><\/p>\r\n

Plato<\/a><\/p>\r\n

Marie Paneth – Branch Street, The Windemere Children, art and <\/a>pedagogy<\/a>.<\/strong><\/p>\r\n

playwork, see<\/p>\r\n

Grace Kimmins and playwork<\/a><\/p>\r\n

\u201cThe playground of today is the republic of tomorrow\u201d: social reform and organized recreation in the USA, 1890-1930\u2019s<\/a><\/p>\r\n

Plowden Report, the<\/a><\/p>\r\n

Polyani, Michael<\/a><\/p>\r\n

popular education<\/a><\/p>\r\n

post-modernism\/post modernity<\/a><\/p>\r\n

praxis<\/a>, see also,<\/p>\r\n

Paul Taylor – Dialogue, conversation and praxis<\/a>.<\/p>\r\n

probation,\u00a0 crime and informal education<\/a><\/p>\r\n

Putnam, Robert. D.<\/a><\/p>\r\n

<\/a>q<\/h4>\r\n

Quakers and the development of adult schools<\/a><\/p>\r\n

<\/a>r<\/h4>\r\n

‘race’, difference and lifelong learning<\/a><\/p>\r\n

radical community education – Tom Lovett<\/a><\/p>\r\n

ragged schooling<\/a>. See, also:<\/p>\r\n

Dickens – ragged schooling<\/a><\/p>\r\n

Stanley – night schools<\/a><\/p>\r\n

Raikes, Robert and Sunday schools<\/a><\/p>\r\n

Ranyard, Ellen<\/a><\/p>\r\n

see also: Mrs Ranyard ” L. N. R. ” by\u00a0Lizzie Alldridge<\/a><\/p>\r\n

recreation. See:<\/p>\r\n

\u201cThe playground of today is the republic of tomorrow\u201d: social reform and organized recreation in the USA, 1890-1930\u2019s<\/a><\/p>\r\n

Reason, Will. See also:<\/p>\r\n

Will Reason: Settlements and education<\/a><\/p>\r\n

Reed, Bryan: informal religious education and youth work<\/a><\/p>\r\n

reflection<\/a><\/p>\r\n

regeneration<\/a><\/p>\r\n

relationship<\/a><\/p>\r\n

residential care with adults – the contribution of informal education<\/a><\/p>\r\n

residential settlements<\/a><\/p>\r\n

Rogers, Carl\u00a0<\/a><\/p>\r\n

role-model education<\/a><\/p>\r\n

Oscar Romero of El Salvador: informal adult education in a context of violence<\/a><\/p>\r\n

Rousseau, Jean-Jacques.\u00a0<\/a><\/p>\r\n

Rousseau, Jean-Jacques in London<\/a><\/p>\r\n

Ruskin, John on education<\/a><\/p>\r\n

John Ruskin – Modern education<\/a><\/p>\r\n

Russell, Charles and boys’ clubs<\/a><\/p>\r\n

<\/a>s<\/h4>\r\n

Saadawi, Nawal El\u00a0<\/a><\/p>\r\n

Sanctuary<\/a> – see The New Normal Series [below after schooling]\u00a0<\/p>\r\n

Sch\u00f6n, Donald A.<\/a><\/p>\r\n

schooling, see<\/p>\r\n

Burley – informal education and schooling<\/a><\/p>\r\n

community schools<\/a>.<\/p>\r\n

community education<\/a><\/p>\r\n

community schools in Scotland<\/a><\/p>\r\n

education for democracy\u00a0<\/a><\/p>\r\n

extended schools<\/a><\/p>\r\n

folk high schools<\/a><\/p>\r\n

full-service schooling<\/a><\/p>\r\n

informal education and schooling<\/a><\/p>\r\n

See, also, The new normal series<\/em>:\u00a0<\/p>\r\n

Dealing with the \u2018new normal\u2019. Offering sanctuary, community and hope to children and young people in schools and local organizations<\/a>. This provides an overview of the context, and an outline of the way forward for schools and local organizations.<\/h6>\r\n
What is sanctuary? How can we offer it to children and young people in schools and local organizations.<\/a><\/h6>\r\n
Offering community to children and young people in schools and local organizations<\/a>.<\/h6>\r\n
What is hope? How can we offer it to children and young people in schools and local organizations?<\/a><\/h6>\r\n

—<\/p>\r\n

self-direction<\/a>, see also:<\/p>\r\n

Brockett and Hiemstra: A conceptual framework for understanding self-direction in adult learning<\/a><\/p>\r\n

Stephen D. Brookfield – Self-directed learning<\/a><\/p>\r\n

self-help, Samuel Smiles<\/a><\/p>\r\n

selfhood<\/a><\/p>\r\n

Senge, Peter<\/a><\/p>\r\n

Senior, Jane Nassau<\/a><\/p>\r\n

Seton, Edward Thompson<\/a><\/p>\r\n

settlements and social action centres<\/a>. See, also:<\/p>\r\n

adult education and the settlement movement<\/a><\/p>\r\n

Will Reason: Settlements and education<\/a><\/p>\r\n

Bermondsey Settlement<\/a><\/p>\r\n

Birmingham Settlement<\/a><\/p>\r\n

Browning Hall<\/a><\/p>\r\n

educational settlements<\/a><\/p>\r\n

Manchester University Settlement and Art Museum<\/a><\/p>\r\n

Passmore-Edwards settlement<\/a><\/p>\r\n

Residential settlements and social change<\/a><\/p>\r\n

Toynbee Hall<\/a><\/p>\r\n

Sennett, Richard: Class, the new capitalism, craftsmanship, cooperation and cities<\/a>.<\/p>\r\n

Sewell, E. Leslie<\/a>, see also<\/p>\r\n

Sewell, E. Leslie, ‘Looking at Youth Clubs<\/a>‘<\/p>\r\n

Smiles, Samuel and self-help<\/a><\/p>\r\n

Chapter 1 Self-Help<\/a><\/p>\r\n

Smith, William Alexander<\/a><\/p>\r\n

social action<\/a>, see, also<\/p>\r\n

the social action virtual walk<\/a><\/p>\r\n

social capital<\/a><\/p>\r\n

social capital and lifelong learning<\/a><\/p>\r\n

social education<\/a><\/p>\r\n

Hole, James – Social education<\/a><\/p>\r\n

Smith, Mark – creators not consumers. rediscovering social education<\/a> You can also download it as a pdf<\/a><\/strong> (screen and print), epub<\/strong><\/a> (Kobo and most Android and Apple reading apps) and mobi<\/strong><\/a> (Kindle).<\/p>\r\n

Smith, Mark – beyond social education<\/a> (1988)<\/p>\r\n

social enterprise and organizational learning<\/a><\/p>\r\n

social exclusion, ‘joined-up’ thinking and individualization – new labour’s connexions strategy<\/a><\/p>\r\n

social group work: formulation of a method, 1920-1936<\/a><\/p>\r\n

social pedagogy<\/a>. See also: animate, care, educate. The core processes of social pedagogy and informal education<\/a><\/p>\r\n

Solly, Henry<\/a><\/p>\r\n

Henry Solly’s prospectus for the Working Men’s Club and Institute Union 1862<\/a><\/p>\r\n

Henry Solly: the origin and nature of Working Men\u2019s Clubs and Institutes<\/a> (1867)<\/p>\r\n

Speth, James Gustave<\/a><\/p>\r\n

sports and non-formal education: Social justice, or social control?<\/a><\/p>\r\n

Stanley, Maude<\/a>, see also,<\/p>\r\n

Stanley – night schools<\/a><\/p>\r\n

Stansfeld, John (“The Doctor”) – and Oxford in Bermondsey<\/a><\/p>\r\n

Stead, Frances Herbert<\/a><\/p>\r\n

summer camps, camp counselors and informal education<\/a><\/p>\r\n

sunday schools<\/a>, See,also:<\/p>\r\n

Hannah More: Sunday schools, education and youth work<\/a><\/p>\r\n

supervision, the functions of<\/a><\/p>\r\n

Joan E. Matthews – Professional Skill<\/a><\/p>\r\n

sustainable communities and enduring neighbourhoods<\/a><\/p>\r\n

Sweatman, Arthur<\/a>. See, also:<\/p>\r\n

Sweatman: Youths’ Clubs and Institutes<\/a><\/p>\r\n

<\/a>t<\/h4>\r\n

tacit knowledge<\/a><\/p>\r\n

Tagore, Rabindranath<\/a><\/p>\r\n

Tash, M. Joan<\/a>. See, also:<\/p>\r\n

Working with unattached youth<\/a><\/p>\r\n

Tawney, Richard Henry and adult education<\/a><\/p>\r\n

Teaching, what is it?<\/a><\/p>\r\n

theories of action<\/a><\/p>\r\n

theory building<\/a><\/p>\r\n

TocH<\/a><\/p>\r\n

Toynbee Hall<\/a><\/p>\r\n

Transforming Youth Work<\/a><\/p>\r\n

training informal educators<\/a><\/p>\r\n

Tuckman, Bruce W.<\/a><\/p>\r\n

<\/a>u<\/h4>\r\n

university settlements<\/a><\/p>\r\n

utopianism, hope and educational renewal<\/a><\/p>\r\n

<\/a>v<\/h4>\r\n

village colleges<\/a><\/p>\r\n

vocation and calling<\/a>. See also: Too few, too many: The retreat from vocation and calling<\/a><\/p>\r\n

<\/a>w<\/h4>\r\n

walks<\/a>: exploring informal education [starting from close to Charing Cross Station and finishing by Tottenham Court Road underground station] | exploring social action [alongside the River Thames in Bermondsey and Rotherhithe]<\/p>\r\n

Ward, Colin – the \u2018gentle\u2019 anarchist and informal education<\/a><\/p>\r\n

Ward, Mary<\/a><\/p>\r\n

Whitehouse, John Howard<\/a><\/p>\r\n

Williams, George<\/a><\/p>\r\n

Wilson, Gertrude<\/a><\/p>\r\n

Williams, Raymond and education<\/a><\/p>\r\n

Willmott, Peter<\/a><\/p>\r\n

Wollstonecraft, Mary<\/a>. See also<\/p>\r\n

Mary Wollstonecraft (1792) On national education<\/a><\/p>\r\n

woodcraft<\/a><\/p>\r\n

Woods, Robert A. – settlements, neigbourhoods and association<\/a><\/p>\r\n

Robert A. Woods (1899) University settlements: their point and drift<\/a>.<\/p>\r\n

Robert A. Woods (1912) The recovery of the parish<\/a>.<\/p>\r\n

Working Men’s Club and Institute Union<\/a><\/p>\r\n

Henry Solly’s prospectus for the Working Men’s Club and Institute Union 1862<\/a><\/p>\r\n

Henry Solly: the origin and nature of Working Men\u2019s Clubs and Institutes<\/a><\/p>\r\n

workplace learning discourses<\/a><\/p>\r\n

<\/a>x<\/h4>\r\n

<\/a>y<\/h4>\r\n

Basil Yeaxlee <\/a><\/p>\r\n

\r\n

YMCA and the development of informal and youth work education<\/a><\/p>\r\n<\/div>\r\n

young women, informal education work with<\/a><\/p>\r\n

young people and the 2011 \u2018riots\u2019 in England \u2013 experiences, explanations and implications for youth work<\/a><\/p>\r\n

youth<\/a><\/p>\r\n

youth work<\/strong><\/a><\/p>\r\n

For an introduction to the various factors that led to the demise of much youth work towards the end of the twentieth century, see: Developing Youth Work<\/a><\/strong> (the complete book is hosted on infed.org). Bernard Davies has also produced a key series of books that explore the evolving situation.\u00a0<\/p>\r\n

Clubwork<\/strong><\/p>\r\n

Leonard Barnett – club and church (1951)<\/a><\/p>\r\n

Leonard Barnett – why youth clubs?<\/a><\/p>\r\n

Leonard Barnett – responsible people (fellowship and self-government in church youth clubs)<\/a><\/p>\r\n

Christian youth work<\/a><\/p>\r\n

Emmeline Pethick<\/a> – Working girls’ clubs<\/a><\/p>\r\n

Robertson – a safe, warm place: an argument for youth clubs<\/a><\/p>\r\n

Sewell, E. Leslie – Looking at youth clubs<\/a><\/p>\r\n

Sweatman: Youths’ Clubs and Institutes<\/a><\/p>\r\n

 <\/p>\r\n

Christian youth work<\/strong><\/a><\/p>\r\n

youth ministry and social change 1930-1999<\/a><\/p>\r\n

Methodism and youth work<\/a><\/p>\r\n

Fred Milson – Growing with the Job<\/a><\/p>\r\n

Fred Milson – Why am I a youth worker?<\/a><\/p>\r\n

Youth work and the spark of the divine<\/a><\/p>\r\n

 <\/p>\r\n

Detached youth work and project work<\/strong><\/a><\/p>\r\n

Citizenship, youth work and democratic renewal<\/a><\/p>\r\n

young people, informal education and association<\/a><\/p>\r\n

youth sports and non-formal education: Social justice, or social control?<\/a><\/p>\r\n

Organise! A guide to practical politics for youth and community groups<\/a>. [pdf download]<\/p>\r\n

 <\/p>\r\n

Jewish youth work<\/strong><\/p>\r\n

Jewish informal education<\/a><\/p>\r\n

Jewish youth movements<\/a><\/p>\r\n

 <\/p>\r\n

school-based work<\/strong><\/a><\/p>\r\n

 <\/p>\r\n

UK Governments – key reports on youth work<\/strong><\/a><\/p>\r\n

Just click<\/strong><\/a> to access our listing and a number of key extracts from the reports.\u00a0<\/p>\r\n

 <\/p>\r\n

z<\/h4>\r\n

<\/a>Acknowledgements<\/strong>: The picture, “Indexed” is by Stuart Cale. Sourced from Flickr and reproduced under a Creative Commons
Attribution 2.0 Generic (CC BY 2.0) licence.
https:\/\/www.flickr.com\/photos\/kyz\/3962573662\/<\/a><\/p>\r\n\r\n

 <\/p>\r\n","protected":false},"excerpt":{"rendered":"

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