ABSTRACT
The elements of informal learning in youth and community work are widely taken to include experiential learning (Ord 2011B); challenging ‘common sense’ and problem-posing/problem-solving (Batsleer 2008, Packham 2008); participation and group work/association (Jeffs and Smith 2005, Coburn 2011); advocacy and accompaniment (Green and Christian 1998); engaged pedagogy and community development (Smith 1988, hooks 1994, Ledwith 2011), and making voices heard and resisting corporate pedagogies (Batsleer 2008, Steinberg 2011). This chapter illuminates briefly each of these approaches from a variety of feminist perspectives.
