Organising Principle

Connection

Beneficial relationships

The Making Enabling Spaces Framework is built around the principles of Connection, Capacity and Meaning. One of the most significant features of the Making Enabling Spaces Framework is the overlaps between the key concepts of Connection, Capacity and Meaning.

Connection is conceptualised as beneficial relationships between individuals, organisations and groups. It is the willingness to relate and trust, expose and accept vulnerability based on an understanding that communication, positive relationships and collective action contribute to individual and/or social good. It is reflected in relationships between individuals, groups and institutions, including positive teacher-student relationships and positive peer relationships. These respectful relationships can result in connecting young people with wider community resources and relationships.

The links below include useful published resources and (via the "composite of" links) provide pathways to related program objectives of three sample organisations. Each of these organisations has a different relationship to the concept of Connection and the links are intended to give visibility to the different approaches to measurement that exist within the shared framework. As each organisation and their approach to programs are different, their use of the concepts of Connection, Capacity and Meaning is also different.

See also:

Composite of

Related Concepts

Related Guiding Values

Related Organising Principles

Published resources

Journal Articles

  • Black, Stephen, Balatti, Jo & Falk, Ian, 'Reconnecting young people with learning: A social capital approach in VET', The International Journal of Training Research, vol. 8, no. 2, December 2010, pp. 103-115. Details
  • Chapman, Rebekah L., Buckley, Lisa, Sheehan, Mary & Shochet, Ian, 'School-Based Programs for Increasing Connectedness and Reducing Risk Behavior: A Systematic Review', Educational Psychology Review, vol. 25, no. 1, March 2013, pp. 95-114. Details
  • Farruggia, Susan P., Bullen, Pat & Davidson, Joy, 'Important Nonparental Adults as an Academic Resource for Youth', Journal of Early Adolescence, vol. 33, no. 4, June 2012, pp. 498-522. Details
  • Hayes, Debra, 'Re-engaging marginalised young people in learning: the contribution of informal learning and community-based collaborations', Journal of Education Policy, vol. 27, no. 5, September 2012, pp. 641-653. Details
  • Major, Jae, Wilkinson, Jane, Langat, Kip & Santoro, Ninetta, 'Sudanese young people of refugee background in rural and regional Australia: Social capital and education success', Australian and International Journal of Rural Education, vol. 23, no. 3, 2013, pp. 95-105. Details
  • McGregor, Glenda & Mills, Martin, 'Alternative education sites and marginalised young people: 'I wish there were more schools like this one'', International Journal of Inclusive Education, vol. 16, no. 7-8, 2012, pp. 843 - 862. Details
  • O'Donovan, Richard, Berman, Naomi & Wierenga, Ani, 'How schools can move beyond exclusion', International Journal of Inclusive Education, vol. 19, no. 6, 2015, pp. 645 - 658. Details
  • Tillery, Amy Dutton, Varjas, Kris, Roach, Andrew T., Kuperminc, Gabriel P. & Meyers, Joel, 'The Importance of Adult Connections in Adolescents' Sense of School Belonging: Implications for Schools and Practitioners', Journal of School Violence, vol. 12, no. 2, 2013, pp. 134-155. Details
  • Zyngier, David, 'Connectedness - Isn't it time that education came out from behind the classroom door and Rediscovered Social Justice', Social Alternatives, vol. 22, no. 3, 2003, pp. 41-49. Also available at http://users.monash.edu.au/~dzyngier/social%20alternative.pdf. Details

Reports

Online Resources