Jaume Trilla Bernet

Exploring the conceptualization and research of empowerment in the field of youth

Abstract The concept of empowerment has become increasingly widespread in recent years. Its use is still, however, somewhat controversial and diverse, particularly when referring to young people. This article presents a systematic analysis of how empowerment has been conceptualized over the past 15 years and has been applied to young people. A systematic search of the major databases filtered by relevance provided 297 bibliographical references. The results confirm the ambiguous nature of the concept and the imprecision with which it is used, although they do link its use to three common concepts: power, participation and education. The concept of youth empowerment needs to be defined in order to highlight any nuances that distinguish it from the generic use of the term. The main dimensions associated with youth empowerment have been identified as: (a) that of growth and well-being; (b) relational; (c) educational; (d) political; (e) transformative; and, finally, (d) emancipative.

La construcción de un modelo pedagógico del empoderamiento juvenil: espacios, momentos y procesos

The present paper is the result of a research project (EDU2013-42979-R) which investigated youth empowerment from different perspectives. The initial question was where, when and how youth empowerment takes place. The aim was to build an educational model that could serve as guidance for the organization and study of these spaces, moments and processes. The starting point was a previous extensive documentary analysis that formulated an initial conceptualization of youth empowerment. It was based on the review of 297 biblio¬graphical references from the year 2000 onwards that addressed youth empowerment from a socio-educational perspective. The methodology consisted in the reflective analysis of the abovementioned documentary sources and the subsequent systematization of the data ob¬tained, in order to build a reasoned and well-argued theoretical proposal. This paper provides its own definition of youth empowerment by focusing on previous studies carried out by the research team and on M. Nussbaum’s capabilities approach. A general pattern was constructed in the form of an educational model intended to offer a benchmark to describe, explain and interpret youth empowerment, as well as to plan and guide interventions intended to optimize it. We conclude with some final reflections on some possible—but undesirable—ways to understand and exploit these empowerment processes.espanolEl presente articulo es fruto de un proyecto de investigacion (EDU2013-42979-R) en el que se profundiza desde diferentes perspectivas en el empoderamiento juvenil. En la aportacion que aqui presentamos partimos de la pregunta inicial de donde, cuando y como tiene lugar el empoderamiento juvenil. Se pretende construir un modelo educativo que pue¬da servir de orientacion para ordenar y estudiar estos espacios, momentos y procesos. Se parte de un extenso trabajo previo de analisis documental en el que se formulaba una pri¬mera conceptualizacion del empoderamiento juvenil a partir del analisis de 297 referencias bibliograficas posteriores al ano 2000 que abordaban desde una perspectiva socioeducativa el empoderamiento juvenil. En la presente aportacion partimos de este trabajo realizado y en esta ocasion la metodologia utilizada ha consistido en el analisis reflexivo de dichas fuentes documentales y la posterior sistematizacion de los datos obtenidos con el proposito de cons¬truir una propuesta teorica razonada y convenientemente argumentada. El articulo fundamenta una definicion propia de empoderamiento juvenil centrada en trabajos anteriores del equipo de investigacion y en el enfoque de capacidades de M. Nuss¬baum. Se articula un patron general, en forma de modelo pedagogico, con el proposito de presentar un referente con el que poder describir, explicar e interpretar el empoderamiento de los jovenes, asi como proyectar y orientar intervenciones para optimizarlo. Se concluye con unas reflexiones finales sobre ciertas formas posibles pero indeseables de entender o instrumentalizar los procesos de empoderamiento EnglishThe present paper is the result of a research project (EDU2013-42979-R) which investigated youth empowerment from different perspectives. The initial question was where, when and how youth empowerment takes place. The aim was to build an educational model that could serve as guidance for the organization and study of these spaces, moments and processes. The starting point was a previous extensive documentary analysis that formulated an initial conceptualization of youth empowerment. It was based on the review of 297 bibliographical references from the year 2000 onwards that addressed youth empowerment from a socio-educational perspective. The methodology consisted in the reflective analysis of the abovementioned documentary sources and the subsequent systematization of the data obtained, in order to build a reasoned and well-argued theoretical proposal. This paper provides its own definition of youth empowerment by focusing on previous studies carried out by the research team and on M. Nussbaum’s capabilities approach. A general pattern was constructed in the form of an pedagogical model intended to offer a benchmark to describe, explain and interpret youth empowerment, as well as to plan and guide interventions intended to optimize it. We conclude with some final reflections on some possible—but undesirable—ways to understand and exploit these empowerment processes portugues: O presente artigo e fruto de um projeto de investigacao (EDU2013-42979-R) no qual se aprofunda a capacitacao juvenil de varias perspetivas. No contributo que aqui apresentamos, partimos da pergunta inicial de onde, quando e como acontece a capacitacao juvenil. Pretende-se criar um modelo educativo que possa servir de orientacao para ordenar e estudar estes espacos, momentos e processos. Parte-se de um extenso trabalho previo de analise documental no qual se formulou uma primeira conceptualizacao da capacitacao juvenil a partir da analise de 297 referencias bibliograficas posteriores ao ano 2000 que abordavam a capacitacao juvenil de uma perspetiva socioeducativa. No presente contributo, partimos deste trabalho realizado e, nesta ocasiao, a metodologia utilizada consistiu na ana- lise reflexiva das ditas fontes documentais e na posterior sistematizacao dos dados obtidos com o proposito de elaborar uma proposta teorica bem fundamentada e convenientemente argumentada. O artigo fundamenta uma definicao propria de capacitacao juvenil centrada em trabalhos anteriores da equipa de investigacao e na abordagem de competencias de M. Nussbaum. Articula-se um padrao geral, em forma de modelo pedagogico, com o proposito de apresentar um referente com o poder de descrever, explicar e interpretar a capacitacao dos jovens, assim como projetar e orientar intervencoes para o otimizar. Conclui-se com umas reflexoes finais sobre certas formas possiveis, mas indesejaveis, de entender ou instrumentalizar os processos de capacitacao.