鈥淪econd-chance鈥� education : re-defining youth development in Grenada

Abstract

With the end of the Grenada Revolution and the subsequent American invasion, the nation鈥檚 education policies shifted from being conceptualised as a national development strategy 鈥渇ashioned in our own image鈥�, to being a project aiming to strengthen the region鈥檚 global marketplace participation through the creation of the 鈥渋deal Caribbean person/citizen/worker鈥�. Recognising the discursive shifts in education and development, this article focuses on how Grenadian youth (16-24) interpret these institutional objectives through their

participation in 鈥渟econd-chance鈥� education, or non- formal education. Following Henri Lefebvre鈥檚 (1991)

spatial triad, the analysis examines the concept of "second-chance" education as a socially produced space conceived by the state, perceived by organisations, and lived by the students. The article reveals gaps between discourse and practices of youth in development, highlighting ways in which youth actively navigate and respond to the socioeconomic and geographic realities involved with 鈥渟econd-chance鈥� education organisations, national growth, and regional integration.