A Black Perspective in Community and Youth Work, 2003
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Youth Work in a Changing Policy Landscape: the View from England1 Bernard Davies
© YOUTH & POLICY, 2013 Youth work in a changing policy landscape: the view from England1 Bernard Davies Abstract Since the Coalition came to power in 2010, a stream of influential policy initiatives focused on young people and ‘services for young people’ has left democratic and emancipatory forms of youth work practice increasingly vulnerable. In the process, the institutional and funding landscape within which this practice has been delivered for at least seventy years has, at best, been radically reshaped and, at worst, wholly erased. In tracing these developments, this article offers an analysis of the key underlying assumptions of the policy documents through which they have been implemented. Though focused only on England, hopefully this will also have some relevance for youth work and youth policy in the other UK nations. Key words: Youth policy; Neo-liberalism; In Defence of Youth Work campaign; Public service cuts IN ATTEMPTING its analysis of the Coalition government’s youth policies, this article looks critically at two areas in particular: At the macro level, it examines the government’s overriding ideological assumption, now widely and unquestioningly taken as a given by key public bodies and many major voluntary organisations, that the state needs to be removed from public service provision as comprehensively and as quickly as possible, to be replaced by a ‘market’ in which the voluntary as well as the for-profit sector will compete. These ‘providers’, it is then further assumed, will be supported and supplemented by 21st century versions of philanthropic noblesse oblige catering for the deserving poor; by a ‘big society’ pool of previously untapped volunteers; and by newly ‘resilient’, up-by-their-bootstraps ‘individuals, families and communities’. -
Download Issue
YOUTH &POLICY No. 116 MAY 2017 Youth & Policy: The final issue? Towards a new format Editorial Group Paula Connaughton, Ruth Gilchrist, Tracey Hodgson, Tony Jeffs, Mark Smith, Jean Spence, Naomi Thompson, Tania de St Croix, Aniela Wenham, Tom Wylie. Associate Editors Priscilla Alderson, Institute of Education, London Sally Baker, The Open University Simon Bradford, Brunel University Judith Bessant, RMIT University, Australia Lesley Buckland, YMCA George Williams College Bob Coles, University of York John Holmes, Newman College, Birmingham Sue Mansfield, University of Dundee Gill Millar, South West Regional Youth Work Adviser Susan Morgan, University of Ulster Jon Ord, University College of St Mark and St John Jenny Pearce, University of Bedfordshire John Pitts, University of Bedfordshire Keith Popple, London South Bank University John Rose, Consultant Kalbir Shukra, Goldsmiths University Tony Taylor, IDYW Joyce Walker, University of Minnesota, USA Anna Whalen, Freelance Consultant Published by Youth & Policy, ‘Burnbrae’, Black Lane, Blaydon Burn, Blaydon on Tyne NE21 6DX. www.youthandpolicy.org Copyright: Youth & Policy The views expressed in the journal remain those of the authors and not necessarily those of the Editorial Group. Whilst every effort is made to check factual information, the Editorial Group is not responsible for errors in the material published in the journal. ii Youth & Policy No. 116 May 2017 About Youth & Policy Youth & Policy Journal was founded in 1982 to offer a critical space for the discussion of youth policy and youth work theory and practice. The editorial group have subsequently expanded activities to include the organisation of related conferences, research and book publication. Regular activities include the bi- annual ‘History of Community and Youth Work’ and the ‘Thinking Seriously’ conferences. -
1 Before London Started Swinging: Representing the British Beatniks David Buckingham This Essay Is Part of a Larger Project
Before London started swinging: representing the British beatniks David Buckingham This essay is part of a larger project, Growing Up Modern: Childhood, Youth and Popular Culture Since 1945. More information about the project, and illustrated versions of all the essays can be found at: https://davidbuckingham.net/growing-up-modern/. In his autobiography, Personal Copy, the journalist and broadcaster Ray Gosling describes a feeling of imminent change that was shared by many young people at the very end of the 1950s: There was just this feeling… that we were important, that something was going to happen. How, and in what direction, we didn’t know. And we didn’t much care. It was a very, very, very odd feeling, but we felt it. Gosling himself came from a frugal working-class background in the provincial English city of Northampton. In 1959, he dropped out of university and set up a youth centre in Leicester that was run autonomously by a committee of young people. The academic Richard Hoggart – the author of The Uses of Literacy, who was soon to become the founding director of the Centre for Contemporary Cultural Studies (CCCS) at Birmingham University – was on his management committee. Although Gosling’s youth centre collapsed, he developed the argument for youth-led welfare provision in a pamphlet for the Fabian Society; and he went on to build a career as a writer and public speaker, offering an insider’s perspective on the emerging youth culture of the time. He became associated with the New Left, and began to mix in the more cosmopolitan culture of London’s coffee bars, making friends with Stuart Hall (then the editor of the New Left Review) and the novelist Colin MacInnes, whom he described as his ‘mentor’. -
Essential Skills for Youth Work Practice
ESSENTIAL SKILLS FOR YOUTH WORK PRACTICE 00_Sapin_Prelims.indd 1 15/12/2012 10:23:27 AM 1 UNDERSTANDING YOUTH WORK This chapter introduces the links between the purpose of youth work, the core values and principles for youth work practice and an understanding of the roles and responsibilities of a youth worker, which underpin the first steps in building professional relationships with young people and their communities. IDENTIFYING YOUTH WORK VALUES AND PRACTICE Youth work is professional practice with young people based on certain core values and principles requiring the establishment of voluntary relationships with young people, links with communities and other relevant organisations, and professional supervision from experienced practitioners. Respect for young people is at the heart of youth work values in a profession that works ‘where young people are’ with a positive, participative and anti-oppressive approach. Through engaging in open and honest dialogue with young people, youth workers aim to value different perspectives and address expressed needs and interests. Attempts are made to recognise young people’s rights to be treated with dignity as individuals, reject negative labelling and challenge negative stereotypes, whether based on ageism or other oppressive attitudes, by promoting positive images and examples of young people’s lives. The process involves careful listening to young people about their understanding of themselves and their situations. 01-Sapin-Ch 01-Part I.indd 3 15/12/2012 5:15:11 PM 4 BUILDING RELATIONSHIPS The values provide an ethical foundation that informs professional principles and practice. The principles apply the general values more directly to youth work practice and define the essential activities of enabling young people’s voluntary participation and actively seeking accountability to them and their communities. -
Youth-Adult Partnerships in Community Decision Making
YOUTH-ADULT PARTNERSHIPS IN COMMUNITY DECISION MAKING What Does It Take to Engage Adults in the Practice? Shepherd Zeldin Julie Petrokubi University of Wisconsin-Madison Carole MacNeil University of California-Davis YOUTH-ADULT PARTNERSHIPS IN COMMUNITY DECISION MAKING What Does It Take to Engage Adults in the Practice? Shepherd Zeldin Julie Petrokubi University of Wisconsin-Madison Carole MacNeil University of California-Davis ii YOUTH-ADULT PARTNERSHIPS IN COMMUNITY DECISION MAKING: FOREWORD Youth-adult partnerships are integral to 4-H and represent one of the core values of our programs. These partnerships were part of the original design of 4-H programs developed at the turn of the 20th century when state land-grant college and university researchers and the United States Department of Agriculture first saw the potential of young people to change their rural communities for the better. These were the earliest pioneers of what we now know as organized 4-H youth clubs, where young people learned and demonstrated to their families the success of the latest agriculture or food-related technology from their institutions of higher learning. The 4-H Youth Development Program has expanded and adapted to meet the needs of all youth as our nation’s economic and demographic profiles have become more diverse in the 21st century. 4-H now focuses on science, engineering and technology; healthy living; and citizenship. One of the greatest needs of young people—no matter what the program focus— is to be leaders now. By exercising independence through 4-H leadership opportunities, youth mature in self-discipline and responsibility, learn to better understand themselves and become independent thinkers. -
MODULE 3: Sdgs and the Importance of Youth Work. National Youth Strategies and International Programmes
MODULE 3: SDGs and the importance of youth work. National youth strategies and International programmes Youth Workers 4 Global Goals CAPACITY BUILDING IN THE FIELD OF YOUTH This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Module 3: SDGs and the importance of youth work. National youth strategies and International programmes Introduction ................................................................................................................ 2 I. SDGs and the importance of youth work.………………………….………….……………………….3 What is Youth work and why is important? ............................................................... 3 Youth workers and the SDGs …………………..……………………………………………………….….....5 II. National Youth Strategies and International Programmes ...................................... 8 Youth2030: The United Nations Youth Strategy ........................................................... 8 Youth for Global Goals …………………..…………………………………………..……………….…........10 The Danish Youth Council and DUF's Youth Delegate Programme ............................. 11 UN Youth Climate Summit…………………………..………………..………………………….……….….....13 1 INTRODUCTION Youth workers and youth in general, have a very important role to play for the achievement of the Global Goals. Provided with the necessary skills and opportunities needed to reach their potential, young people can be a driving force for supporting development and contributing to peace and security. Youth-led organizations need to be encouraged and empowered to participate in translating the 2030 Agenda into local, national and regional policy. They play a significant role in the implementation, monitoring and review of the Agenda as well as in holding governments accountable. With political commitment and adequate resources, young people have the potential to make the most effective transformation of the world into a better place for all. -
Questions Tabled on Wednesday 18 August 2021
Published: Monday 6 September 2021 Questions tabled on Wednesday 18 August 2021 Includes questions tabled on earlier days which have been transferred. T Indicates a topical oral question. Members are selected by ballot to ask a Topical Question. † Indicates a Question not included in the random selection process but accepted because the quota for that day had not been filled. N Indicates a question for written answer on a named day under S.O. No. 22(4). [R] Indicates that a relevant interest has been declared. Questions for Answer on Monday 6 September Questions for Written Answer 1 N Bambos Charalambous (Enfield, Southgate): To ask the Attorney General, what steps his Department is taking to ensure that the CPS has adequate resources to prosecute hate crime against the Jewish community (a) on social media and (b) in communities across the UK. (41129) 2 Marsha De Cordova (Battersea): To ask the Chancellor of the Duchy of Lancaster and Minister for the Cabinet Office, what progress the Government has made on the public inquiry into the Government's response to the covid-19 pandemic, announced on 21 May 2021. (41224) 3 Jo Gideon (Stoke-on-Trent Central): To ask the Chancellor of the Duchy of Lancaster and Minister for the Cabinet Office, what training his Department (a) makes available and (b) plans to make available for Returning Officers on how to support visually impaired voters. (41351) 4 Jo Gideon (Stoke-on-Trent Central): To ask the Chancellor of the Duchy of Lancaster and Minister for the Cabinet Office, what steps he plans to take to help ensure that blind and partially sighted people can vote independently in 2022. -
Strengthening the Youth Development/ After-School Workforce Lessons Learned and Implications for Funders
Strengthening the Youth Development/ After-School Workforce Lessons Learned and Implications for Funders Nicole Yohalem, Karen Pittman and Sharon Lovick Edwards January 2010 About the Authors… Nicole Yohalem is Director of Special Projects at the Forum for Youth Investment. Karen Pittman is Co‐Founder and CEO of the Forum for Youth Investment. Sharon Lovick Edwards is President of The Cornerstone Consulting Group and Co‐Director of Cornerstones for Kids. All three are members of the Next Generation Youth Work Coalition. Cornerstones for Kids is a grant making intermediary for the Annie E. Casey Foundation. Over the past 4 years C4K has developed and provided oversight of the Human Services Workforce Initiative, a multi‐year, multi‐ million dollar project dedicated to improving the frontline workforce in the fields of child welfare, youth development, juvenile justice and early childhood education. Cornerstones for Kids is associated with the Cornerstone Consulting Group. Founded in 1994, Cornerstone focuses on health and human services solutions, organizational development and community revitalization, partnering with a broad range of public and private organizations to develop solutions. The Forum for Youth Investment is a nonprofit, nonpartisan “action tank” dedicated to helping communities and the nation make sure all young people are Ready by 21® – ready for college, work and life. Informed by rigorous research and practical experience, the Forum forges innovative ideas, strategies and partnerships to strengthen solutions for young people and those who care about them. A trusted resource for policy makers, advocates, researchers and practitioners, the Forum provides youth and adult leaders with the information, connections and tools they need to create greater opportunities and outcomes for young people. -
Unleashing Young People's Creativity and Innovation
Unleashing young people’s creativity and innovation European good practice projects Picture on the cover page: ©2015 Shape Arts. All rights reserved. Photography by Laura Braun, ‘Articulate UK’ conference, 2010 at Sadler’s Wells Theatre, London. The images in this publication provide a general illustration of some of the projects funded by the Youth in Action/Erasmus+ programme. More information on the European Union is available on the Internet (http://europa.eu). Cataloguing data can be found at the end of this publication. Luxembourg: Publications Office of the European Union, 2015 ISBN: 978-92-79-40162-6 doi: 10.2766/8245 © European Union, 2015 Reproduction is authorised provided the source is acknowledged. Unleashing young people’s creativity and innovation European good practice projects Martine Reicherts Director-General for Education and Culture European Commission Foreword This brochure contains inspiring initiatives, practices and tools, including the EU projects, that showcase how youth work and non-formal learning can enhance young people’s creativity and innovation, through their experimental nature, participatory approaches, and peer-learning, and how this can help them to find their place in the labour market - and in life. It is the result of peer learning in an expert group which was looking into constructive response to challenges faced by many young people in Europe. At present, 13,7 million 15-29 year-olds are not in employment, education or training. And many of those who gain employment find that the reality of the job falls well below their ambitions and vision. Reliable pathways through education and training to quality employment are often lacking. -
[2019] CSOH 68 P680/19 OPINION of LORD DOHERTY in the Petition
OUTER HOUSE, COURT OF SESSION [2019] CSOH 68 P680/19 OPINION OF LORD DOHERTY In the petition (FIRST) JOANNA CHERRY QC MP, (SECOND) JOLYON MAUGHAM QC, (THIRD) JOANNE SWINSON MP, (FOURTH) IAN MURRAY MP, (FIFTH) GERAINT DAVIES MP, (SIXTH) HYWEL WILLIAMS MP, (SEVENTH) HEIDI ALLEN MP, (EIGHTH) ANGELA SMITH MP, (NINTH) THE RT HON PETER HAIN, THE LORD HAIN OF NEATH, (TENTH) JENNIFER JONES, THE BARONESS JONES OF MOULESCOOMB, (ELEVENTH) THE RT HON JANET ROYALL, THE BARONESS ROYALL OF BLAISDON, (TWELFTH) ROBERT WINSTON, THE LORD WINSTON OF HAMMERSMITH, (THIRTEENTH) STEWART WOOD, THE LORD WOOD OF ANFIELD, (FOURTEENTH) DEBBIE ABRAHAMS MP, (FIFTEENTH) RUSHANARA ALI MP, (SIXTEENTH) TONIA ANTONIAZZI MP, (SEVENTEENTH) HANNAH BARDELL MP, (EIGHTEENTH) DR ROBERTA BLACKMAN-WOODS MP, (NINETEENTH) BEN BRADSHAW MP, (TWENTIETH) THE RT HON TOM BRAKE MP, (TWENTY-FIRST) KAREN BUCK MP, (TWENTY-SECOND) RUTH CADBURY MP,(TWENTY-THIRD) MARSHA DE CORDOVA MP, (TWENTY-FOURTH) RONNIE COWAN MP, (TWENTY-FIFTH) NEIL COYLE MP, (TWENTY-SIXTH) STELLA CREASY MP, (TWENTY-SEVENTH) WAYNE DAVID MP, (TWENTY-EIGHTH) EMMA DENT COAD MP, (TWENTY-NINTH) STEPHEN DOUGHTY MP, (THIRTIETH) ROSIE DUFFIELD MP, (THIRTY-FIRST) JONATHAN EDWARDS MP, (THIRTY-SECOND) PAUL FARRELLY MP, (THIRTY-THIRD) JAMES FRITH MP, (THIRTY-FOURTH) RUTH GEORGE MP, (THIRTY-FIFTH) STEPHEN GETHINS MP, (THIRTY-SIXTH) PREET KAUR GILL MP, (THIRTY-SEVENTH) PATRICK GRADY MP, (THIRTY-EIGHTH) KATE GREEN MP, (THIRTY-NINTH) LILIAN GREENWOOD MP, (FORTIETH) JOHN GROGAN MP, (FORTY-FIRST) HELEN HAYES MP, (FORTY- SECOND) WERA HOBHOUSE MP, (FORTY-THIRD) THE RT HON DAME MARGARET HODGE MP, (FORTY-FOURTH) DR RUPA HUQ MP, (FORTY-FIFTH) RUTH JONES MP, (FORTY-SIXTH) GED KILLEN MP, (FORTY-SEVENTH) PETER KYLE MP, (FORTY- EIGHTH) BEN LAKE MP, (FORTY-NINTH) THE RT HON DAVID LAMMY MP, (FIFTIETH) CLIVE LEWIS MP, (FIFTY-FIRST) KERRY MCCARTHY MP, (FIFTY-SECOND) 2 STUART C. -
View Questions Tabled on PDF File 0.16 MB
Published: Wednesday 23 June 2021 Questions tabled on Tuesday 22 June 2021 Includes questions tabled on earlier days which have been transferred. T Indicates a topical oral question. Members are selected by ballot to ask a Topical Question. † Indicates a Question not included in the random selection process but accepted because the quota for that day had not been filled. N Indicates a question for written answer on a named day under S.O. No. 22(4). [R] Indicates that a relevant interest has been declared. Questions for Answer on Wednesday 23 June Questions for Written Answer 1 Philip Davies (Shipley): To ask the Chancellor of the Duchy of Lancaster and Minister for the Cabinet Office, with reference to the Written Statement of 15 December 2020, HCWS652, on Unconscious bias training, what steps he has taken to phase out unconscious bias training in his Department. [Transferred] (19547) 2 Theresa Villiers (Chipping Barnet): To ask the Secretary of State for Business, Energy and Industrial Strategy, how many covid-19 vaccine doses will be available for booster jabs to be given in September and October 2021. [Transferred] (19517) 3 Theresa Villiers (Chipping Barnet): To ask the Secretary of State for Business, Energy and Industrial Strategy, how many covid-19 vaccine doses he has ordered for a booster jab programme in autumn 2021. [Transferred] (19518) 4 N Dan Jarvis (Barnsley Central): To ask the Secretary of State for Digital, Culture, Media and Sport, what the qualifying criteria are for the Platinum Jubilee medal; and what plans the Government has to award the medal to former members of the armed forces. -
Deepening Understanding of Purpose
Mentor Reflection: Worksheet 1 Deepening Understanding of Purpose To enhance your understanding of purpose, read each of the following scenarios and note examples of people exploring purpose. When a scenario is missing one or more components of purpose, see if you can identify the component(s) missing, and how this example could be adapted to align with the definition of purpose. See the next page for answers and explanation. Core components of purpose: n Long-term aspiration n Engagement in related behavior n Intention to contribute toward others 1. A blogger plans to write a book about social media and democracy. •Which components of purpose are represented and how? •Which if any components of purpose are missing? •How could this scenario be refined to represent someone’s exploration of purpose? 2. A thirteen-year-old who loves thinking of innovative ways to do things is constantly immersed in all sorts of building projects. She is good at creative problem solving and says she wants to become an engineer that uses recycled building materials to solve a lack of affordable housing in her community. •Which components of purpose are represented and how? •Which if any components of purpose are missing? •How could this scenario be refined to represent someone’s exploration of purpose? 3. A ninety-eight-year-old woman is the last person in her community to speak her native language. As a community storyteller, she is completing a lifelong goal of writing a children’s book in her native language. •Which components of purpose are represented and how? •Which if any components of purpose are missing? •How could this scenario be refined to represent someone’s exploration of purpose? 4.