ERIC Number: ED412628
Record Type: RIE
Publication Date: 1996-May
Reference Count: N/A
Bike Shops, Tumbling Teams, and Other Primary Supports: Opportunities for Learning and Civic Life. Final Deliverable to OERI. Draft.
Wynn, Joan R.
Voluntary associations can powerfully contribute to the learning and development of young people and operate in ways that both rely on and extend social capital. In this paper these associations are called "primary supports" because they focus on promoting the learning and development of all young people and because of the presence and ongoing investment of adults. This paper focuses on art, drama, and music groups; sports teams; afterschool programs; religious youth groups; youth entrepreneurship and community-service opportunities; and the resources of parks, libraries, community centers, and settlement houses. The paper begins by highlighting the contribution of primary supports to learning and development, and the ways in which primary supports both depend on and generate social capital in the course of promoting development. The paper next considers two different kinds of connections between primary supports and schools. The first is what primary-support practices may offer to schools as institutions, with their potential to serve as models for instructional practice. The second concerns the complementarity between primary supports and schools and the ways in which creating connections among them may enhance what each is able to achieve for the learning and development of young people and for the creation of social capital. Building connections among individuals and institutions important in the lives of young people is one way to work toward creating mutually reinforcing opportunities for youth. In sum, connections among individuals in networks of voluntary association are the basis of civic engagement and action. (Contains 50 references.) (LMI)
Publication Type: Reports - Descriptive
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center on Organization and Restructuring of Schools, Madison, WI.; Wisconsin Center for Education Research, Madison.