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Love Letters to Services Past: Risk and Outdoor Education in Youth Work

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Love Letters to Services Past: Risk and Outdoor Education in Youth Work Love letters to services past: risk and outdoor education in youth work HARRIS-EVANS, Jean Mary Available from Sheffield Hallam University Research Archive (SHURA) at: http://shura.shu.ac.uk/18149/ 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 HARRIS-EVANS, Jean Mary (2017). Love letters to services past: risk and outdoor education in youth work. 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 Love Letters to Services Past: Risk and Outdoor Education in Youth Work Jean Mary Harris-Evans BA (Hons), MSc, Dip HE (JNC), FHEA A dissertation submitted in partial fulfilment of the requirements of Sheffield Hallam University for the degree of Doctor of Education July 2017 Acknowledgements This doctoral journey has been a challenging one, by turn exhilarating and exhausting. Professor Mark Boylan and Dr. Karen Dunn have provided erudition throughout as my wonderful supervisors, heartfelt thanks to them both for their patient support and guidance. Any doctoral journey is a long one but I have been incredibly lucky to be surrounded by numerous companions who have bolstered my progress en route. First and foremost, thanks go to all those fantastic youth work comrades in ‘Hillside’, ‘ACYP’ and beyond who have given generously of their time to a journey that was not theirs. In a similar vein, thank you to the many other colleagues and friends who have offered words of wisdom, encouragement and critical signposting, in particular Sue Atkins and Dr. John Rees. Dr. Jean-Pierre Elonga Mboyo has been my most constant travelling companion on this odyssey, special thanks to him for his unfailing, generous support and friendship. The most difficult part of this journey has fallen to my family to help navigate, and I am grateful to all of them for this. This thesis is dedicated to the memory of my late father, George Harris, and to those who offer compass to my world – Stephen, Joyce, and Owen, whose sacrifices have been instrumental to completion of this work. Page ii How do I love thee? Let me count the ways. I love thee to the depth and breadth and height My soul can reach, when feeling out of sight For the ends of being and ideal grace. Elizabeth Barrett Browning, the Poet-Laureate of Hope End, ‘Sonnets from the Portuguese, 43’, 1850 Page iii Abstract Outdoor educators often argue that growing public aversion to, and avoidance of, risk, ironically puts young people further in harm’s way, as they lack the experience of successfully managing risk for themselves. Young people also face more significant, ‘real’ risks from the consequential inactive lifestyles and the attendant health issues. Youth workers and other similar professionals have to manage these tensions in their day-to-day practices as they decide how far to expose young people to risk. These tensions are exacerbated as youth work and outdoor education in the current climate in the UK, specifically England, face unprecedented funding pressures. These pressures impact negatively upon workers' ability to support young people in gaining both the experience of managing risk positively, and of being healthier. This research instantiates many of the current tensions, conflicts and difficulties faced by the wider public sector in England, through an examination of an underexplored area of youth work practice – that of how youth workers perform and manage risk in outdoor education. This is one of the very few studies to examine the intersection between youth work, outdoor education and risk. An embedded multi case study design was used to carry out research in one local authority area, and in a medium sized charity. Thematic analysis was utilised to explore the experiences of managers and youth workers, in relation to their work in the outdoors in the case study areas. Drawing on rich data, each case study explored the value of outdoor education in a youth work context for the development of opportunities for relationship building and for learning. I also report how each of the case study organisations managed risk in this context. This analysis of the contemporary youth work situation explicates the issues experienced by youth workers, facing risk as an all-pervasive phenomenon. Key gaps in the youth work theory of outdoor education are discussed. The analysis draws on a range of theoretical frames from the diverse areas of outdoor education, youth work and risk. I posit the notion of ‘Slow' practice to capture the centrality of relationships to effective youth work practice. Further, I analyse the current situation in youth work and outdoor education through the concepts of precarity, post-neoliberal hegemony and liquid modernity. Slow practice offers a counternarrative to the current post- neoliberal context of precarious short-term funding regimes, by suggesting that relationships developed through Slow practice are more effective ones, and, where they are built on concordance, offer better risk mitigation strategies. Key words – youth work, youth workers, risk, young people, outdoor education, Slow practice Page iv Table of Contents Abstract .................................................................................................................. iv Prologue ............................................................................................................ 1 Chapter 1. Introduction ................................................................................... 3 Personal Stance ...................................................................................................... 5 Background and Context ....................................................................................... 9 Youth Work ......................................................................................................... 10 Outdoor Education .............................................................................................. 13 Risk ..................................................................................................................... 16 Overview of the Approach to the Research ........................................................ 20 Chapter summary and thesis outline .................................................................. 25 First Love ......................................................................................................... 30 Chapter 2. Mapping the Terrain ................................................................... 31 Youth work ............................................................................................................ 31 Outdoor Education ............................................................................................... 45 Risk ........................................................................................................................ 54 Risk, Outdoor Education and Youth Work .......................................................... 60 Summary ............................................................................................................... 66 Following my Heart ......................................................................................... 67 Chapter 3. Methodology ............................................................................... 68 Aims, Objectives and Research Questions ......................................................... 68 Philosophical stance ............................................................................................ 70 Methodological approach ..................................................................................... 74 Selection of the Cases and the Pilot .................................................................... 76 Methods ................................................................................................................. 81 Data Collection, Analysis and Reporting ............................................................ 85 Data Collection .................................................................................................... 85 Data Analysis ...................................................................................................... 86 Reporting ............................................................................................................ 88 Ethical issues ........................................................................................................ 90 Reliability ............................................................................................................... 95 Summary ............................................................................................................. 100 Wilderness Wanderings ............................................................................... 101 Chapter 4. The Case of ACYP .................................................................... 102 Background and Context ................................................................................... 102 ACYP Midtown .................................................................................................. 103 ACYP Northtown ............................................................................................... 105 The Research Participants ................................................................................ 106 Funding ............................................................................................................
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