Community-led Leadership for Urban Youth
Food-Based Learning and Rites of Passage for Transformation
Bibliographic Data
| ID | 22131698 |
|---|---|
| Authors | Barney Walsh (0000-0003-2979-0774, King's College London), Darren Springer (Springer Nature (Germany)) |
| Year | 2026 |
| Volume | 11 |
| Issue | 1 |
| Pages | 85-95 |
| Publication date | 2026-03-11 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Leadership & Developing Societies (JOURNAL) |
| Journal identifiers | ISSN: 2399-2859 • E-ISSN: 2399-2859 |
| Publisher | African Leadership Centre (PUBLISHER) |
| DOI | 10.47697/lds.39390008 |
| OpenAlex | W7135225615 |
| Language | EN |
Research shows that urban youth in the UK face educational challenges linked to poverty, structural inequalities, and environments.[1] Programmes providing different experiential learning opportunities can potentially engage these learners more effectively than traditional education settings. [1] Arya, Dena, and Matt Henn. "The impact of economic inequality and educational background in shaping how non-activist “Standby” youth in London experience environmental politics." Educational Review 75, no. 1 (2023): 93-114.; Dorling, Danny, David Egan, Kevin Lowden, Stuart Hall, Stephen Mckinney, Erik Cownie, and Ruth Leitch. Poverty in education across the UK: A comparative analysis of policy and place. Policy Press, 2020
Capability approach · Education policy · Experiential learning · Indigenous Education · Inequality · Poverty · Public policy · Global Educational Policies and Reforms · Indigenous and Place-Based Education · Organic Food and Agriculture
| Highly cited | No |
|---|