'Gangsters': Social Space, Informal Learning and Becoming 'Gang'
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Educating 'Gangsters': Social space, informal learning and becoming 'Gang' involved MCHUGH, Richard Available from Sheffield Hallam University Research Archive (SHURA) at: http://shura.shu.ac.uk/19163/ This document is the author deposited version. You are advised to consult the publisher's version if you wish to cite from it. Published version MCHUGH, Richard (2017). Educating 'Gangsters': Social space, informal learning and becoming 'Gang' involved. Doctoral, Sheffield Hallam University. Copyright and re-use policy See http://shura.shu.ac.uk/information.html Sheffield Hallam University Research Archive http://shura.shu.ac.uk Educating 'Gangsters': Social Space, Informal Learning and Becoming 'Gang' Involved Richard McHugh A thesis submitted in partial fulfilment of the requirements of Sheffield Hallam University for the degree of Doctor of Philosophy February 2018 Abstract This research focuses on the previously neglected topic of how people are educated into groups commonly described as ‘gangs’; in particular, this thesis outlines the role that social space plays in such educative processes. This focus enables both a new contribution to knowledge in the field of ‘gang’ studies and understandings of the way social space is used, understood and perceived by those involved in ‘gangs’. Much research exists in the field of ‘gang’ studies spanning various disciplines and sub-fields. The existing literature on ‘gangs’ predominantly engages with typographies, definitions and prevention; the majority of which stems from a criminological perspective. There has been no direct attempt to explore the ways in which people are educated into ‘gangs’ thus far. Rather than begin from any predetermined assumptions, this research centred on people who have been involved with or affected by ‘gangs’ in order to begin from the lived experiences of those involved or affected. In-depth interviews were carried out with twenty-two participants who are, or were: involved in ‘gangs’; family members of ‘gangs’; and professionals who work with ‘gangs’ (most of whom were previously involved in such groups themselves). Other ethnographic methods were utilised alongside interviews: primarily overt, with some covert participant observations. Ethnographic aspects of the research were undertaken during a twelve-month period in social spaces that were highlighted by participants as being synonymous with, and frequented, by ‘gangs’. This thesis highlights the conditions, structures, agentive responses and social spaces that form the educative processes for becoming involved in ‘gangs’. My contribution to knowledge herein demonstrates how: education within ‘gangs’ takes place through stories, social haunting and reflection within third places and the wider community; occurs under structural conditions but is mediated by agentive choice; social space fosters a community spirit and offers the opportunity to become someone. Word count: 299 ii Acknowledgements Without the kindness of those who participated in this research, allowing me into their lives and sharing their experiences, feelings, fears, humour and hours of conversation the research would not have been possible. Some will hopefully read this, others are gone and cannot; I thank you all. I also thank the community organisations that allowed me into their projects and shared their vast insights, their resolve, commitment and compassion for the communities they serve is awe-inspiring. To my supervisory team, Paul Hickman and Ryan Powell, a special thank you. I am truly grateful for your patience, diligence and support; you have both opened my mind to new ways of thinking. I also would like to thank Janet Batsleer for sharing her knowledge and ceaselessly being there to discuss my ideas, progress and other interesting things – not only during my journey writing this thesis, but also from the start of my academic journey. Thanks to Mike Salinas-Edwards for reading an early iteration of my methods chapter and thanks to colleagues in CRESR who kindly read and discussed early papers and sections of my thesis. For pointing me in the right direction in the early ethnographic stages, David Calvey, and for interesting chats on sociological research I thank other colleagues at MMU. Not forgetting Dave for the laughs and runs. Without question, I would have never have been able to write this thesis without the unwavering support and recognition of my ability from my family. Particularly, my partner and equal in everything, Lisa, you do not believe, you know. You are the best. Also my children, Ellis and Kai, your distractions, particularly riding BMX and guitar renditions of Hendrix were welcome escapes and always will be. Significant portions of this thesis were written in challenging times and through hardship, without the three of you this would not be possible. iii Candidate’s Statement I declare that the work in this thesis was carried out in accordance with the regulations of Sheffield Hallam University. The work is original, except where indicated by special reference in the text, and no part of the thesis has been submitted for any other academic award. Any views expressed in this thesis are those of the author. Portions of data and concepts from this thesis were published as a book chapter and an academic journal article as follows: McHugh, R. (2016) ‘Anarchism and Informal Informal Pedagogy: ‘Gangs’, Difference, Deference’ in Springer, S., Lopes de Souza, M. and White, R. J. The Radicalisation of Pedagogy: Anarchism, Geography and the Spirit of Revolt Rowman and Littlefield McHugh, R. (2017) Inside Out Outside In: In Search of ‘Gangs’, Finding Outside-In Groups and the Dual Parallax of Spaces and Positions International Journal of Zizek Studies, 11:1. http://zizekstudies.org/index.php/IJZS/article/view/1006 Other portions of this thesis were presented as conference papers and presentations as follows: Ex-Gang Members in Gang Intervention Practice: Superman, Clarke Kent and Nietzsche presented at BERA TAG 2013 (University of the West of Scotland). Inside Out Outside In: In Search of ‘Gangs’, Finding Outside-In Groups and the Dual Parallax of Spaces and Positions presented at EERA ECER 2014 (Universidade do Porto, Portugal). Paper given at main conference within the ethnography strand. Signed: Date: 07/07/2017 iv In memory of P14 and for those who did not participate in the research because they were taken before it began. For those who feel stuck on the estate, but who seek knowledge – don’t let them say what you can achieve. v Contents Page Abstract ……………………………………………………………………………. ii Acknowledgments ………………………………………………………………. iii Candidates Statement ………………………………………………………….. iv Dedication …………………………………………………………………………. v Contents ………………………………………………………………………….. vi 1 Introduction …………………………………………………………………….. 1 1.1 Preface …………………………………………………………………………. 2 1.2 Born bad or breaking bad: Back(ground) to the future ……………………. 3 1.2.1 Revisiting the Tuffley Boys ………………………………………………… 4 1.2.2 From Gladeside to BMD: Nothing changes but no one remembers …... 5 1.2.3 From Miners to Minor Man Dem …………………………………………... 6 1.2.4 Same stories but with grey hair and wrinkles ……………………………. 6 1.2.5 No One Woke Up One Day and Knew How to be a ‘Gangster’ ……….. 8 1.2.6 Breaking Bad ………………………………………………………………... 9 1.2.7 Back to the Future ………………………………………………………….. 9 1.3 Social Spaces and Educative Processes …………………………………. 10 1.3.1 Why it matters: Topicality – policy – gaps in literature ………………… 11 1.3.2 Gaps in literature ………………………………………………………….. 12 1.3.3 Topicality and Timeliness ………………………………………………… 14 1.3.4 Policy Implications ………………………………………………………… 16 1.3.5 Flawed descriptions = flawed interventions …………………………….. 17 1.3.6 Choice Not Merely Structure ……………………………………………... 17 vi 1.3.7 Impact for Education Policy: ‘Gangs’ and Third Place ………………… 18 1.4 Structure of this thesis ………………………………………………………. 18 2 ‘Gangs’ and Urban Space ……………………………................................. 22 2.1 Introduction …………………………………………………………………… 23 2.2 Introducing Definitions ………………………………………………………. 24 2.2.1 The artist formerly known as ‘gangs’ ……………………………………. 26 2.3 Violence, Fear and Morality ………………………………………………… 28 2.3.1 Fear …………………………………………………………………………. 28 2.3.2 Violence: Macro and Micro ……………………………………………….. 32 2.3.3 Morality ……………………………………………………………………... 35 2.4 Special Interest ‘Gangs’ …………………………………………………….. 42 2.5 Urban space / place ……………………………………………………….... 46 2.5.1 Urban Planning: Crime Prevention ………………………………….…... 48 2.5.2 Gentrification and Abandonment ………………………………………… 52 2.5.3 Insider – Outsider Public Spaces: Gaze and Perception ……………... 55 2.6 Summary …………………………………………………………...………… 56 3 Education and Third Place / Space ………………………………………….. 58 3.1 Introduction …………………………………………………………………… 59 3.2 ‘Gangs’ and Education ……………………………………………………… 59 3.3 Informal Education …………………………………………………………... 62 3.4 Spectral Education …………………….…………………………………….. 65 3.4.1 Educational Ghosts ……………………………………………………….. 65 3.4.2 Haunting stories – Controlling Stories …………………………………... 67 3.4.3 Haunting Stories – Eternal Return …………………………………….… 70 3.5 Resistance and Education …………………………………………..……… 73 vii 3.6 Ghetto[ised] Education …………………………………………..………….. 76 3.7 Third place and Education ……………………………………………….…. 80 3.7.1 Disrupting third place ……………………………………………………... 84 3.7.2 Third Space ………………………………………………………………... 87 3.8 Summary ……………………………………………………………………... 93 4 Analytical Framework ……………………….………………………………… 95 4.1 Introduction …………………………………………………………..………. 96 4.2 Developing an Analytical Framework