Contextual elements and the vision of educators in youth empowerment processes
DOI:
https://doi.org/10.7179/PSRI_2024.45.10Keywords:
Youth, empowerment, context effect, educational environment, institutional characteristics, community characteristicsAbstract
This article aims to analyse the vision of education professionals on the contextual elements that facilitate or hinder their work in the empowerment processes of young people. A quantitative analysis is proposed by means of a self-administered questionnaire, answered by a validated sample of 696 educators from five communities in Spain. In general, all professionals tend to feel more present the institutional contextual elements and more distant the community contextual elements; and, at the same time, they tend to feel more present the institutional contextual elements; and, at the same time, they feel that the presence of these institutional contextual elements favours them when they are present; as for the community contextual elements, they feel that they are less present in their professional reality and, contrary to what might be expected, they do not have the markedly negative perception that they are an insurmountable obstacle in their action at the service of youth empowerment. To conclude, the paper highlights the need for trained educators to capitalise on the institutional and community elements available to them, and to neutralise the barriers that these contexts present.
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