Positive for youth work? Contested terrains of professional youth work in austerity England

© 2014 Taylor & Francis. This article is available open access through the publisher’s website at the link below.This article considers professional youth work in England. It reflects on youth work's persistently anomalous position in the division of labour. Since their achievement of a contested professional status in the 1960s and 1970s, youth workers have pursued an occupational ideology that draws principally on a romantic humanism. Until recently, this provided a relatively stable basis to their practices. Under a dominant contemporary neo-liberalism, influential in different ways across Europe, youth work has been subjected to a range of managerialist practices that have further exposed its ambiguity as a profession. Austerity policy, enacted under the Coalition government, has further weakened professional youth work's position in the welfare division of labour. The article points to resistance to austerity on the part of some youth workers and speculates on the possible future of professional youth work in a policy regime that has little sympathy for the public professions

Learning through interactive artifacts:Personal fabrication using electrochromic displays to remember Atari women programmers

In recent years makerspaces have gained traction as an environment where makers and tinkerers can freely create artefacts with digital fabrication tools. They are particularly suited for introducing new fabrication techniques because these spaces support hands-on experiences. Electrochromic displays are one such technology that has become possible to fabricate using new techniques and off-the-shelf tools which lends itself to be used in a workshop setting. Leveraging this development, we facilitated a makerspace workshop that introduced participants to this new technology. To limit the scope of the workshop outcome we used the little known history of female developers of video games (Atari) from the 1970s and 1980s as a design framing. The participants (undergraduates, 16 female, 2 male, aged 19–21 years) explored the Atari women’s role in development and through this exploration they created artifacts using novel electrochromic displays as designed responses. Throughout the workshop participants answered daily questionnaires and kept records of their progress. Our analysis of the questionnaires and the resulting projects suggests that having a relatable and meaningful context increases both motivation and engagement of the participants. We discuss the extrinsic motivations that enhance engagement, and provide suggestions for introducing new technologies in the makerspace context