Children and young people who come into conflict with the law tend to be disengaged with education and learning. This paper reports on research from an EU Erasmus+ project in Spain, Italy, Germany and the UK. The research focused on the impact of Authentic Inquiry (AI) on learners in custodial or youth justice settings and the impact on educators and their pedagogy. Quantitative data (from 82 educators and 73 young people), demonstrated the young people could be re-engaged with education and learning as evidenced in the change in Learning Power profiles. Qualitative data (from 16 educators and 14 young people) showed the greatest impact to be on the emotional component of engagement. The AI had an impact xon educators as learners by improved Learning Power profiles and on their pedagogical approach. Ways to embed the approach into education in youth justice settings in the different country contexts are discussed. [ABSTRACT FROM AUTHOR]
Oral questions are usually seen as a procedure designed for political conflict. Yet question time may serve other purposes depending on the institutional setting, the political context and the policy field. By comparing the use of oral questions on the defence issue in the national parliaments of four Western democracies, the paper identifies a specific characteristic of questioning in each lower house: political conflict in Germany, internal dissent in the United Kingdom, reward of policy expertise in Spain and local issues in France. Such diverse uses of questioning procedures impact differently on the quality of the accountability process. [ABSTRACT FROM AUTHOR]