The Emperor still has no clothes: Some Realities about Youth Work Interventions in the Lives of “Vulnerable” Young People in the 21st Century

There is enormous contemporary political and policy expectation and pressure on youth work to secure the 're-engagement' of young people already in, or at risk of, circumstances of social exclusion. That re-engagement is judged around issues such as 'citizenship' and 'employability', though - like youth work itself - those words have variable and flexible meanings and understandings. But even the very best of youth work practice neither has, nor is, a magic bullet. It is a professional process based on the establishment of trust and positive relationships with young people. It takes time, even more with young people who come from cultures of socio-economic disadvantage and who hold doubt and suspicion about the likely benefits of social interventions of any kind. Yet policy-making persists in asserting that youth work can provide a 'quick fix'. This paper is based on some of the more grounded realities that inform such interventions. It suggests that the political rhetoric attached to this kind of targeted youth work is based on mythical assumptions, irrelevant practice and unachievable targets. Drawing from a much-cited paper first published over a decade ago in relation to the political climate that then prevailed in the United Kingdom, this paper considers the challenges around connecting youth work to policy aspirations at the European level around social inclusion, the promotion of citizenship and labour market insertion

Youth Worker:Probably the Most Difficult Job in the World

Guest Editors' NoteOne of the most central principles for social pedagogues is to critically examine their role and the purpose of their practice: What are the social aspects of relevance for their practice? How can they help the children they work with to develop social competences, to feel included in a social network and the wider society, to have a sense of belonging and take more responsibility for their community? To what extent must social pedagogues be advocates for those marginalised within society, be a critical voice that challenges social inequalities? And on the other hand, what pedagogical aspects are important within their work context? How can they create learning opportunities that prepare children and young people for many aspects of life? To what extent are they expected to be formative and socialise children and young people to fit in, and to what extent must their practice nurture the individual's autonomous development? These are not easy questions to answer, and they need to be asked over and over as the answers will change, depending on the individual with whom social pedagogues work, but also their work context and, importantly, the wider societal–political framework, which might make particular aspects more relevant at times.</jats:p

Youth participation: Adultism, human rights and professional youth work

This article argues that the right of young people to participate in decisions being made about them forms the basis for professional youth work practice. The authors consider the nature of ‘participation’ and its relation to human rights, and introduces the concept of ‘adultism’ and the challenges for youth workers combatting ‘adultist’ beliefs and practices in the work of participation. The paper considers the benefits and limitations of youth participation models, and addresses the relationship between rights-based participation practice, and critical pedagogy (dialogical) in youth work