In Praise of Youth works influential (often invisible) Women

A few weeks ago, there was a bit of a discussion, may be caused by me, on the number of women in youth ministry who have been able to or been involved in publishing theological or theoretical books, and whether Youth Ministry is too American and too male. Whether publishing is the way to influence, or whether there are many many reasons is a piece for another day. Not to mention ‘what youth ministry’ actually is. But it is a Friday. The end of a long week.

And this week, on a similar theme, I have been reading the following book, another free one as it was being cleared out from the Religious resources centre in the north east, they’re fabulous as they keep me a pile of any youth work books that theyre about to throw out (might start my own library)..

The best thing about books is learning something new, or in equal measure in the case of this one, learning about someone new.

And , to be quite honest with you, in this book I found a new hero. I fell in love.

I fell in love with a lady called Josephine Macalister Brew.

A woman, who I confess, I had never heard of, until i read chapter 13 of the above book. A woman who was one of many who was highly influential in the development of youthwork in the 1940’s-1960’s. A woman who was an educationalist, who was thoughtful, who it was said had a lightness of touch in her writing and yes was critical, and who held onto faith.

If we are not in youth work because of our love of our fellow men we have no business there at all. This burning love of humanity always meets with response, though not always in the ways we most care for, but nowadays as much youth work is ruined by too much restraint as by too much exuberance. Fear to exert undue influence, fear to assert authority when necessary, conscientious scruples about this and that – are all contributory factors. But young people want to know where they are and they need the friendship of those who have confidence and faith. (Brew 1957: 112-3)

I need to read more of her work to do her justice, and I’m grateful that you can read more about her in this piece: Josephine Brew and Informal education so that you can be as inspired and bathe in her profound, compassionate, yet passionate insights into youthwork. I was interested to read that the much heralded ‘Informal education’ by Jeffs and Smith (1999) was a cover.. and that Josephine Brew had already written a book with that title.. read the link and find it for yourself…

But this got me thinking, I hadn’t heard of Josephine Macalister Brew. Who else haven’t I heard of? and…. if I hadn’t heard of her, are there other significantly influential women who have shaped youthwork practice in the UK that others may not have done?

So, starting with Brew, above, here is my list of 5 other significant women who have influenced me in the history of UK youthwork, from their action that inspires, their writing and their influence, some you may not have heard of, others you might.

1 & 2. Maude Stanley and Ellen Ranyard : For anyone who has thought through the history of detached youthwork, these two women feature heavily. It was they who began, in one form or another to provide non building related health services to people in London in the 1860’s on wards. Today we might call them community nurses or matrons, they used the term district nursing, or Bible nursing, and whilst we might find issue with some of the ethics of their practices, what cannot be questioned is their dedication and heart for the poorest, most infirm in society, and the dedication to get out of the cosy building and meet people in their homes.

ellen ranyard, 'bible women' and informal education

For more on Maude Stanley and her setting up of girls clubs in soho, see this link : Maude Stanley On Ellen Ranyard, see here: Bible Nursing

3. Hannah More. If you think about the history of Sunday Schools in the UK, you might mostly think Robert Raikes, and this is pretty accurate given his role in developing them. However, you would do well to include the name of Hannah More in the development of them too. For reasons explained in this article , Hannah More used her knowledge and power, and influence within the church (albeit controversial at times, how things have changed…) and fought to encourage the expansion of Sunday schools in the UK.

Hannah More - Wikimedia Commons. Images by unknown engravers, and thus are PD due to age, per the relevant British legislation.

Her desire for them, was based upon the compassion she experienced in situations like this:

… we found more than 2,000 people in the parish, almost all very poor—no gentry, a dozen wealthy farmers, bard, brutal and ignorant.. . . We went to every house in the place, and found every house a scene of the greatest vice and ignorance. We saw but one Bible in all the parish, and that was used to prop a flower-pot. No clergyman had resided in it for forty years. One rode over from Wells to preach once each Sunday. No sick were visited, and children were often buried without any funeral service. (from H. Thompson, (1838) Life of Hannah More quoted by Young and Ashton 1956: 237-8)

In describing the nature of More, and the Sunday school she set up in cheddar, Mark Smith writes: ‘ The significance of Hannah and Martha More’s activities with regard to Sunday schooling lay in the pedagogy they developed; the range of activities they became involved in; and the extent to which publicity concerning their activities encouraged others to develop initiatives. Hannah and Martha More attempted to make school sessions entertaining and varied. We can see this from the outline of her methods published in Hints on how to run a Sunday School (and reported in Roberts 1834). Programmes had to be planned and suited to the level of the students; there needed to be variety; and classes had to be as entertaining as possible (she advised using singing when energy and attention was waning). She also argued that it was possible to get the best out of children if their affections ‘were engaged by kindness’. Furthermore, she made the case that terror did not pay (Young and Ashton 1956: 239). However, she still believed it was a ‘fundamental error to consider children as innocent beings’ rather than as beings of ‘a corrupt nature and evil dispositions’ (More 1799: 44, quoted by Thompson 1968: 441)’

Hannah More, known by Wilberforce and part of the group demanding change in the Anglican church towards social justice, and putting it into practice in Cheddar gorge.

4. Joan Tash

For me Joan Tash is one half of the dynamic 1960s duo, Goetschius and Tash, who wrote up their experiences of developing a detached youthwork/ outreach project in a london borough by the YWCA. Working with Unnattached Youth (1967) is that book, for me its virtually the Bible of detached youthwork, though I may now revise giving Tash all my hero status, (now that I have found Brew). But Joan Tash, (and George Goetschius) writing in that book alone, has i my opinion been barely superceded, in terms of detail, insight and thought in regard to the issues, challenges and scenarios of detached youthwork faced by them over the course of 5 years. They pioneered thinking about groups, values, community, supervision (ill get to that later), faith, training, and power, relationships in youthwork. When i say pioneered, it is as much that so much of what they said may not have been new, but written down in this book, with such evidence of practice included in such a painstaking, detailed way is hugely important. Many of their ideas have been used since (such as Heather Smiths work on Relationships), or values in community work developed elsewhere. Tash, like Brew, became significantly influential in the early development of the youth service. Working with the unattached is still i believe under valued in the history of youth work, and also in the field of christian faith based work.

As an educator, Tash lectured and was senior tutor at the YMCA college, and her extensive work on the supervision of youthworkers has influenced so many since. I can only imagine that 5 years of detached youthwork gave her the insight into the importance of it… im sure those who heard her lectures might agree…

Do have a read of Joan Tash, again, Mark Smith has written of her in this fascinating piece

5. The following Women, are to my knowledge all still alive. And so, their names have not yet been written up into youthwork legend status. Some of them, I know personally, some i dont so well. I have found their writing influential in my thinking about young people and youthwork, and so I hope that you might do too, there are no links for these women, just a hope that you might give their work some time and invest in it.

Johanna Wyn (& Rob White) ‘ Rethinking Youth’, 1999. If you are in any way serious about young people and thinking about them especially in culture. (Youth ministry colleagues especially, its all about youth culture, isnt it..) then to get a different view on much that is taken for granted about young people and culture, give this book a read. I implore you.

Kerry YoungThe Art of Youthwork’ 1999 & 2006. A book so influential in youthwork it has now had 2 editions. Nuff said. A must read. Its a must read every year. Covers everything from values, virtues, philosophy and ethics. Just read it.

Annette Coburn (and David Wallace) ‘Youth work in Communities and schools’ (2011) As Allan Clyne and I agree, this is one of the few books recently that has started to frame youth work in a constructive way (and not just moan about its status or give the rose tinted specs of the past) . Her definitions are helpful and theres a fair inclusion of detached youthwork in this piece as well as schools and community work generally, so, whilst Scottish based (and this makes it less relevant for some) it is definitely worth reflecting on.

Heather Smith – On relationships in Youthwork. During my honours writing a few years ago on mentoring relationships i encountered Heather smiths pieces on Infed, and then her chapter on youthwork relationships in ‘Engaging in Conversation’ in Jeffs & Smith (2011). She understandably credits Goetschius and Tash for original insight, but i use her writing on relationships and conversation alot in helping others think through these things when i deliver detached youthwork training. So, for me, influential. This article on seeking out authenticity in youthwork relationships is one to reflect on over a coffee today… go on…

There may be a number of women I have missed, there will be, and creditable mention to Tania de st Croix, Naomi Thompson and Sally Nash who have influenced me in a number of ways, in my youthwork vocation, and friends such as Helen Gatenby and Gemma Dunning who have inspired me alot in the last 5 years. This isnt a roll call necessarily and its not to embarass or annoy anyone, and thats the problem with starting a piece like this, there will be names I might miss out. Maybe thats always going to happen, I just know who the people are who have influenced my practice, their writing and their support, encouragement and it is these i give credit to. And i hope that some of these women are as inspiring and influential to you, i hope like Brew for me, one or two surprise you.

Advertisements

Could the last remaining youth worker, please give the PM a hand with her knife crime problem?

This week, on Monday Theresa May held a conference in downing street with a number of organisations on the back of a rising panic about knife crime in London, but not just London. What this conversation didnt seem to do was start to address the deep seated issues of poverty, cuts and reductions in youth services that have created an environment where these issues have now got to crisis point. And poverty and austerity have created an angry and lost generation of young people. Understandably.

Schools cannot afford to train or employ staff to tackle knife crime.

The cuts to youth and childrens service have been savage since 2010. Under the austerity measures, it is estimated that over 600 FTE (and so with an extensive number of PT staff, this will be nearer 1000 people) youthworkers have been taken out of youth work orientated roles, on the ‘frontline’ an with a broadly youth work remit. Yes, some have been redistributed to social work, troubled families and to other agenda’d areas in local councils and statutory bodies (as my post here suggested. But savage cuts have taken an extra ordinary number of youthworkers away from the local community, and community practices where they were. Do a search of ‘cuts’ on the Children and young people now website and you will find plenty of evidence, such as this piece, written in February: https://www.cypnow.co.uk/cyp/news/2006432/childrens-services-at-breaking-point-due-to-funding-cuts-charities-warn

Youthworkers have expended energy trying to keep youth centres open, trying to be innovative to keep the semblance of a youth service going, become creative in ascertaining funding, yet at the same time training organisations, colleges and courses have been cut too, as their need has collapsed. There is not then the ‘churn’ of new youthworkers entering the field, as there once was. And the same might be said in the church. The same might be said in the voluntary sector, where there are jobs, but few applicants, at times.

Yet, the social panics about young people, county lines, mental health – and this week (again) knife crime – have come to the politicians attention, and the public at large… just… (even in a Brexit toxic week) and whilst I have written before about the knee jerk reaction for the promotion of youth services on the back of moral panics young people deserve better, in terms of being thought of as creative, energising, innovative, passionate and been subject to austerity policy (rather than to blame) .

We are left with the cumulative scenario, that it is now due to the public sector to deal with a response to knife crime  which is really interesting, as I am sure the policy of education revolved around the ethics of the market is really going to accommodate a space for knife carrying education, or peace and reconciliation, in and amongst a data pressured, outcome driven school system, where PSHE and citizenship have already been slashed. Concerns voiced by teachers and unions in this piece here: https://www.theguardian.com/education/2019/apr/01/knife-prevention-plan-unfair-on-teachers-say-unions

Responding to youth violence through youth work

So ultimately, the axe falls to the teachers in schools.

Because, there isnt the frontline youthworkers left, even though detached youthworkers produced resources into ‘street crime’ responses 10 years ago: https://www.amazon.co.uk/s?k=9781447323099&i=stripbooks&linkCode=qs. The voice of youthworkers and their ability to respond has been so diminished, devalued and restricted.

Where youthworkers had an on the ground perspective of the issues, the interactions with young people on the streets and have heard, seen and witnessed it, the task is for the public sector workers cocooned in institutions- subject to education policy remit (and not specifically for/with young people) . Yes, some youthworkers have been part of the conversation – but realistically – the question has to be asked ;

Would the remaining youth workers left help the prime minister out with her knife crime problem? 

The cart and horse had bolted at the time of the London Riots, government cuts to youth services produced anger and outrage, and yet here we are 7 years later. More cuts, more moral panics, and Theresa the hero holds a conference, yet has over seen the most damaging series of cuts to youth services in their 100 year history. Young people are almost left with little choice. Anything now is reactive, being on the ground in the first place might, just might have brought about more social cohesion and community, more understanding, influence and moral guidance with young people – take that all away and a youth worker is just an informal police officer. My guess is that the police dont want this gig either. Youthwork is not their speciality, neither is it as possible in such an environment. So – would the last remaining youthworkers give Theresa a hand? would you?

And if you do – what are you saying about how this ‘problem’ is caused by, and being complicit to an agenda which places the individual, rather than society at large, and the government for its cuts partly responsible.

The Education system has depressed young people (and their learning)- why should they succeed to make it look good?

My school is run like a business, and it sucks

So said the young person as they were talking to me a few weeks ago. So said the same young person who said that they told this to a teacher in the proceeding few weeks.

This one sentence and phrase has brought to light a number of questions regarding the state of young people in the UK today. These questions being;

  • What might it mean for young people to know that they are being educated in a system which primary motivation that isn’t actually about them?
  • What might it mean about the politics of education and how competition has turned schools into business and therefore young peoples within education to be nothing more than a consumption/ consumer relationship?
  • Do young people have to be doubly determined to succeed knowing that it will also benefit a system that they have no empathy or respect for?
  • Could the 900 youth workers lost from communities have made any difference..?

 

But first, I want to look back a short while.

When thinking about education being a system, I don’t think that isn’t new. I look back on my own education (I started primary school in 1982, was the first year of age 14/year 9 SATS in 1991/2, and in 1994, was the 6th year of GCSES- I think, and I vaguely remember the first and only time that my school had an Ofsted inspection) . There was an education system at place in the schools I was in, an increase in alternatives for A levels were being introduced (NVQ’s, GNVQ’s) , and I can honestly say, and maybe naively, that as far as I remember, the main reason that my teachers were wanting me to do well. So that I would do well, achieve and succeed, and even if that mean that at some level this was a funnelling of skills and subjects towards vocations and employment, at least, even selfishly, this was about me, and my future.

If i did think of myself in part of a system when I was at school, the scales were, i feel weighted in my favour. My school wasn’t at risk of being shut down. My school didn’t seem to be a place where there was a great deal of fear. My education wasn’t tempered by any notion on my part that what I did in school had an impact on the success or closure of the schools, and because of this, to those teachers I wanted to, I could connect with, as they, themselves would not only teach, but coach, encourage, listen and to a point give opportunity for developing ideas and expression. To a point, because of course there were exams, curriculum and grades to be sought.

But even I, by the point of 18 had had enough of it, even then, When 80% of my friends went onto university from the age of 18, I didn’t. Even when a system was stacked in my favour and I could do well academically in the future, I didn’t want to carry on. (NB i have completed BA and MA as a mature student). It was probably only at that later point when future destinations post 18 that I felt there was a system directing me into a particular direction, and only at the ‘leavers/graduation service’ that having a destination was something that the school was being proud about.

As I said, this was only 25 or so years ago. It wasn’t the 1960’s, or 70’s. It was the early 1990’s.

Thinking even further back, many of you who read my pieces regularly will know that I am an avid reader of Freire and his inspirational educative practices that have shaped Informal education and community practices, as well as others like Myles Horton, and Henry Giroux. So, in reading We make the Road by Walking in the last week or so, I was intrigued to compare the accounts of education of my own, with those of Freire and Horton, admittedly in South America and in the 1950’s stating that ;

I can remember, when I was in High school, how sad I was that my classmates didn’t like to read poems, stories, literature. I enjoyed it so much and they hated it. I thought it was the teachers that did that to them and I resented that. I could see this system, where teachers were killing off any possibility of students ever enjoying literature. To them it was something that you had to learn, memorise and you hated it because you had to do it. And i can remember very clearly how I took my resentment out on the teachers. I didn’t at that stage speak out and challenge them or try to organise a campaign against them, but I would read (my own books) in their classes and ignore them. That was my way of protesting (Myles Horton, 1990)

Whilst there might be some revisionist thinking in Horton and Freire as they remember their school life of over 40 years previously. What the were rejecting and protesting against was the rigidity of an education system that didn’t allow for the beauty and critical thinking that education should be about, and instead for only learning for memorisings sake to be the key function of education. What Horton and Freire in their conversation then talk about is how they began to realise how to try and think, then act in accordance with a different system, other than what they conceived to be the capitalist one. When Freire himself graduated from formal teaching college and started in his first role in a secondary school, and was told he was a good teacher by his teaching inspector, he said of teaching:

Teaching secondary school was then an adventure. It was a beautiful thing for me. At some point, I began to discover that one of the main reasons why the students could learn with me and liked my class was that I respected them, no matter their age (very young). I respected them and I respected their mistakes, their errors and their knowledge. (Freire, 1990)

I include these accounts, because of how they seem to present a stark contrast to how a number of young people perceive the system of their education today.

Also, that whilst Freire and Horton have become pillars of thought in community education, their backgrounds were in the very formal education, and formal education in deprived areas that many schools in the UK find themselves today. So, when Freire says ; ‘first of all, I think its interesting for us as educators to think again and again about the political atmosphere, the social atmosphere, cultural atmosphere in which we work as educators’  he isnt just speaking to the youth and community work fraternal, but to everyone involved in education. There is a social, political and cultural context. So, enough of the pre-amble. If I’m honest, some of that was so that it would be read before thinking through some of the questions above.

The current school leavers next summer, post 18, will have been born in 2000-2001, only 6 years or so after I finished school myself. The question therefore is; Is this the first full generation of young people who have grown up and completed schooling in the UK (those who have completed it) to have experienced fully and felt the ideology of competition and the ethics of the market in their education? When i say ‘feel’- I mean, know that their education has been intrinsically linked to and within a system? 

What i mean is, Are the current 18 year olds one of the first year groups to have experienced the following:

  1. Joy or despair at age 5 when the ‘right primary school’ was/wasnt granted
  2. Sats aged 7 and 11
  3. Primary schools that had at least 2-3 Ofsted inspections in the 6 years, and secondary schools the same
  4. Parents who poured over league tables to choose secondary schools or primary school league tables (published the same day as this post) 
  5. A school that proudly said that it was ‘Ofsted Outstanding’ in its documentation, assemblies or ‘banner’ outside the school gates. 
  6. A teacher in secondary school who said that the school was proud of the results of previous years and how this ‘made the school look good’
  7. A headteacher who was about trying to make his/her school the best in the area due to results
  8. A school in ‘special measures’ due to an inspection
  9. Predicted grades shown at every parents evening, because apparently this is what Parents want… as a consequence, testing and exams and assessments more than 2-3 times a year so ‘data’ can be distributed. 
  10. and the list goes on….

What is the impact on a young person of all of this?  do they feel pressure, responsibility, more motivated, or… when education doesnt seem to be about them, but the organisation, policies, data and outcomes, what might that do to how they feel within it..?

For any young person with half a brain, they must know that they are part of a larger system that isn’t about them at all.

It is a system that seems to be focused on the survival of the institution. A survival that is about outcomes, results and data. For young people this means that it is not about them at all. It is about the school, and the ideology of the system. Schooling has become a competition, and each school is fighting for survival and young people are pawns in the battle. As Giroux argues:

A euphemism for privatisation ‘choice’ relieves schools of the pretence of serving the public good. No longer institutions designed to benefit all the members of the community, they are refashioned in market terms designed to serve the narrow interests of individual consumers and national economic policies (2010)

 

And that is why its a business, a business that as a consequence is driven by the ethics of the market. Not neutral ethics, by the way, but ethics of the market, of competition, where its not the respect of young people, their education, choice, enjoyment or even capacity and opportunity to learn and flourish that drives, but grades, memorising and regurgitation. It has become a system that depresses young people into nothing more than an outcome, and reduces education to nothing more than a memory test and the pupils to the data they produce. What impact has this had on teaching and education itself… oh dear… Teachers fill in the blanks__________________________________________

What is the impact on young people who have now grown up knowing they are pawns in the system, not people who have been educated for their good? – well its not just because of debt that they might not go to uni, its that they fear the continuation of the same culture, and so it’ll take even more convincing of parents and others to encourage young people to go to a different institution for further education. They’ve become depressed by education, and for many they’ve given up and become fatalistic. This is what the culture of education has done. This is a tragedy, when so much of the world could be open to them in the future for learning. There may well be other impacts for young people that  knowing  that they are part of such a system will have.

Its is as no wonder that there’s queues for the Mental Health teams in many areas, could this be linked to how young people are educated in areas.. well it could be…

On a different note, when a culture of education has depressed young people – why should they reward the system by doing well within it? –

Might deliberately failing be an act of protest against it, and a way of hoping it might change for the next generation, failing deliberately becoming an altruistic/sacrificial act, to save others.

If the system has depressed education to its technicality, then it has no room for creativity, critical learning and space for enjoyment. Each young person is the equivalent of the parts of a macdonalds big mac and the final outcome brought about by a process of efficiency, cost effectiveness and replicability, with someone pouring over data sheets and numbers to create strategy from. One is economic, technical and managerial, teaching however, should be an art form. The link between the managerial and education is not lost on Henry Giroux who again writes:

The first is to establish the mission of the school system in terms that are assessable and replicable. The second is to efficiently configure the resources of the system to accomplish the mission. The third is to use feedback obtained to make adjustments in order to keep the mission within agreed upon costs…In perspectives such as this, unfortunately pervasive in the curriculum field, manipulation takes the place of learning, and any attempt at inter-subjective understanding is substituted for a science of educational technology in which ‘choices exist only when they make the systems more rational, efficient and controllable. In a critical sense the Achilles heel of the culture of positivitism in public school pedagogy is its refusal to acknowledge its own ideology as well as the relationship between knowledge and social control ( Giroux, Schooling and the culture of positivism, in On Critical Pedagogy, 2011)

I guess the ideology of the school is not so hidden when teachers freely admit it. And pupils can readily see it. But that doesn’t mean to say that its acknowledged. More that this ‘have to be this way’ and ‘this is default’. Anything contrary is frowned upon, everything within it is ‘awesome’.

For Social control, see the recent pieces on behaviour management in schools on the BBC, and a previous post here, where a teacher describes their reflection of the situation.

What kind of relationship does this kind of culture create for education?

Is the role of the pupil in the school nothing more than reduced to someone who churns out data that can be analysed? Can there be teaching and learning relationships between teacher and pupil when there is such a culture?

In ‘The presentation of the self in everyday life (1960)’  Irving Goffman suggests that the closer we are to the ‘place of trade or goods’ the harder it is to present ourselves with authenticity. Can teaching occur when there is no respect? or empathy? or desire instilled to learn for the joy of the process – id argue, along with Freire not. It takes a considerable more amount of effort for a pupil to feel committed and empathetic towards their teachers, and thus respect them, when they themselves only feel and know that they are only part of such a system. Its funny that as the system as devalued young people learning, schools have tried to find more and more ways in which pupils have to show how their pride of the school – proms, celebration nights, etc etc, masking and possibly causing a conflict in the young people themselves, its almost false.

The psychologists Deci and Ryan suggest that there are three factors that are needed for humans to continue for motivation, these are; Autonomy, Connectivity and Competence . (Taken from Bryan, 2016, p117-120) Suggesting that we are motivated when we believe we have choice within decision making and agency in our self determination, and these relate to our basic human needs for competence, autonomy and relatedness.  One problem is see is that if ethics of the market is driving schools and the relationships therein, then what might be left of those three is merely competence. For young people do not feel in control or have decision making (often options are already chosen as these ‘might produce better results, because of the ‘data’) , neither do they feel any connection with a teacher who is possibly a puppet in the system ( though sympathy maybe),  and yet if all three are required, or the first two in order that the third can happen, then there’s something fundamentally lacking in the culture and young people naturally will reject it – for its not doing them any good, and possibly why teachers are also leaving in their droves.

But overall, it is the politics and the ethics of the market that is driving education, and that seems to be at odds with the process of teaching and education itself. It is the ethics of the market that are shaping the learning relationship between teacher and pupil, and for the first time, this current generation know it and can spot it a mile off? . Why would they invest back? well only for their own selfish ambition. Because if they are able to they have to try and achieve from within a system that has depressed them and treats them as humans with limited respect, agency or dignity. That takes real guts, but may also accompany a feeling amongst the generously minded that their success might only lead to the same system being replicated for others in the future, and the pain of others. It might be a doubly selfish act to do well for themselves and know that it inflicts the same pain on others. Though fail and the system might only try and get more rigid.

Young people aren’t stupid and I am sure this dilemma is played out across the UK. For the future; ask young people currently who would go into teaching – then its probably considerably less than the number 25 years ago. They have seen the pain and fear in the eyes of teachers. Its ironic, I might have gone into teaching, many of my contemporaries did, school was ok for the most part for many so why not keep within it. I’m not sure how many would say the same today.

You’ve got to laugh when schools inject resilience and character improving classes for some, when not thinking that its the system and ideology that is at fault, and whilst this isn’t challenged, then nothing will change. Its a culture of fear, a culture of closure, a culture of competition and all of this reduces the potential for what should be the beauty and creativity of education to occur.

The converse of the system awareness is also true. For not only now do young people who might be doing well have the pressure put on them by themselves and probably also their parents, they subconsciously (if they hadnt picked up by now) realise that they are also under pressure because the school relies on them to do well. This is an extra pressure, that again, I think I wasn’t exposed to 25 years ago, others might have been.

In a culture of such competition, and school outcomes is the possibility that schools will do everything to try and cause young people to make the grades, and focus all the attention on the final outcome. Pupils are traded with £100’s of pounds of free revision books, guides, paper, cards, pens and such like, the investment in the final outcome to overcome the deficiencies of the process..? But what if this spoon feeding isn’t helping in the long term – its barely preparing young people for taking responsibility, of discovering subjects themselves and problem solving. but it helps the system and the school in their drive for competitiveness.

This is in no way a dig at teachers, who will no doubt receive thanks from many pupils at the end of term. Teachers in a difficult position who many have known teaching in a more pure era, or dreamed of it – yet are now highly constricted and in constant fear. I’m with you honestly I am. This is about the system and the effect this has on young people who know that they are part of it.

As a final twist. The logistics of the market, and the policies and funding from the Coalition government (2010) on-wards, have reduced local funding budget allocations to the point where, as a recent report suggested, 900 Full time youthworkers have been reduced from communities in the UK since 2016 alone. Now, I’m not going to big up the role of the youth services too much, as often some of the relationships between youth workers and schools was tenuous at best, but what i will say is that isnt just 900 opportunities and more to help ‘support young people’ (as this is what youth workers will have been allowed to do in the school system) – but potentially also 900 voices in different schools who might have spoken up about a ‘better way’ of educating young people, challenged the system a little with teaching staff, even got alongside the teachers who were struggling to educate within it – possibly been a prophetic voice when their own salary wasn’t as dependant on it. As i said, I’m not going to big up the role of those potential 900 youth workers, and schools with such a tight regime may not even have allowed them on the premises. But 900 people on site who might place young people as the core of what they do and who they are might be a challenge to those for whom its the outcomes and data that young people produce that is. The fact that a philosophy of education that many youth workers believe in has a high regard for common good, participation, equality and relationship may have been something to challenge the ethics of the market. But its also why 900 youth workers are dispensable, they critique the neo-liberal ideology too much. They demand that something better be done for the sake of young people, and demand that this is accompanied through respecting, listening and human dignity.

Let me finish with something idealistic and dreamlike especially in the current climate, something that Freire describes;

It is not difficult to see ho one of my principle tasks as a teacher who is open minded (progressive) is to motivate student the student to over come his or her difficulties in comprehending the subject under scrutiny. Essential to this tasks is the teachers affirmation of the students curiosity, which in turn will generate a sense of satisfaction and reward in the student on achieving his or her goal. All this will ensure that the continuity of the process of discovery, which is integral to the act of knowing.  To teach is not to transfer the comprehension of the object to a student but to instigate the student, who is a knowing subject, to become capable of comprehending and communicating what has been comprehended (Freire, ‘Teaching is a human act’, p105 in Ethics, Democracy and civic courage, 2001)

Progressive teaching requires for it to be a human act. It seems a far cry from the competitive teaching and the ethics of the market. Young people know that they are part of this system, in many situations they have been blatantly told that they are. I do believe that there can be another change, there has to be, for the current one is putting both the successful, middle and lower achieving young people to breaking point. Teaching is a human act, what it has become is a trade. Young people are intelligent, they spot a phoney a mile off. And business bullshit rubs off pretty quick, they know when they’re not centre of attention, or being asked to have sympathy with a system that doesn’t return it implicitly. And this is all before they also know that the ideology of austerity has also ruined parts of their personal life . So its worth thinking twice about the ‘Ofsted blooming marvellous’ banners or what is being asked to ‘make a school proud’ – and the effect of this on young people. Oh and in regard to school funding – how much is spent on schools to keep up with the system, with data managers, publicity managers and competition/school improvements? – could that be spent on challenging the system or educating struggling young people?

And while were at it the same could be said for nursing and social work. The needs have increased at the same time as cultures of fear and a shift to market values driving practices.

References

Bryan, Jocelyn, Human Being, 2016

Freire, P,  Pedagogy of the Oppressed, 1970

Freire, P,  Pedagogy of Freedom, Ethics, Democracy and Civic Courage, 1998

Friere, Horton, We make the Road by walking, 1990

Giroux, Henry A,  On Critical Pedagogy, 2011

Goffman, The Presentation of the Self in Everyday life, 1960

Youthworker: Are these your 20 superpowers?

Fast on the heels of last week’s piece on the 35 experiences of youthworkers comes this reflection on the superpowers that youthworkers are expected to possess, given the range of questions, reflections and comments about the last piece, it figures that youthworkers are expected to be superheroes? Doesnt it.. well at least they might have to at times possess all or some of the following:

1. To live off adrenaline after 3 60 hour weeks and a weekend residential at the end of them

2. To only take school holiday holidays but be able to find holidays they can afford without a teachers salary. Oh and plan 3 holiday club weeks and summer trips for the other weeks. And take that weeks holiday and switch off…

3. To become the manager of your own management group who may have 2 weeks youthwork experience between them. To manage upwards with no management experience (often)

4. To work with a smile even when there’s only 3 months funding left (a requirement for some funders who won’t fund projects with long term reserves)

Image result for youth worker superhero

5. To be able to take young people off the streets. Or get them jobs when there arent any.

6. To help young people like/persevere/cope with church* (*could also mean school) – or as one contributor suggested: ‘Be capable of fully explaining the reason why young people don’t attend church and fixing it without changing Sundays one bit’

7. To divert young people into being part of the capatalist system.

8. To be the only people left in the society who want to talk, sex drugs and alcohol with young people.

9. To provide young people with the tools for resilience, when they themselves might not be coping

10. To be able to retrieve information from every movie, song or sports event in the last 30-40 years and use it in conversation or for a session

11. To find the magic funder, that no one else has found , who will fund good youthwork and fund good salaries and core costs

12. To be amphibious and chameleonic – to be able to work in a number of settings whilst trying to be facilitative and almost invisible.

13. To be eternally youthful – even though they grow old – to never give up the fight for equality, against injustice and to maintain a view that transformation is possible – and not be resigned to fate.  (though that doesnt mean trying to be like young people’)  To keep pushing for something better…

14. To be ready to listen, to be ready with questions, to be ready with suggestions for conversations with young people – but maybe not ever ready with solutions and the ‘fix’

15. To empathise with those in structures like teachers and clergy who trust you in conversations – without thinking – ‘yeah I wish I had your problems that involved job insecurity and funding… ‘Image result for youth worker superhero

16. To get stuff for free on discount, like trips and activities – be the great convincer or bargainer – then the great apologetic when the young people trash the venue.

17. To have the endless time to commit to your own ongoing CPD, further reading, studying, career development and fund your own retreats.

18. To be able to say no to a young person without offending them and maintaining the relationship

19  To do all what you do that young people and volunteers see, with next to no need for any planning (at least thats what your timesheet says)

20 To manage other peoples expectations of what you’re actually able to do

and an extra…

21. To have the ability not to get caught reading this blog during your work day

 

What ones do you have? Which ones do you need right now? Which ones might help see you through this weekend? 

You are a superhero, regardless if you dont think you possess all of these things, as what tends to happen if that you’ll find a way to be able have these superpowers and grow into them. Its just sort of what happens. You rise to the next level, in the new situation you find yourself, whether that’s managing volunters, staff, funding, or strategising, or working in schools or developing a project. Thats the true mark of the superhero youthworker, you rise into the roles, and well, as Freire said, make the road by walking them.

what superhero powers would you add? 

 

 

Because Im not a superhero, and do my writing and reflecting as a hobby, I would appreciate any gift or donations to this ongoing site and my consultancy work. if you are able to make a donation towards this work, please do so, either by donation directly to my UK account  click here for the details. Or you can make a donation via Paypal, just click the button below.

Thank you in advance, and thank you for sharing and reading these pieces.

If you want to keep up to date click ‘follow’ or subscribe. Also, if you would like to write a guest post, or have a story to tell or issue to raise about youthwork or youth ministry that you would like to share here, do let me know.  Thank you.

 

How has austerity left struggling young people behind? A teacher speaks out:

In between the all- consuming story of Brexit on the main news over the last few weeks, the BBC ran a story a few weeks ago on the challenges that young people who display challenging behaviour, or who have diagnosed conditions have in school. More to the point the piece focused on the isolation procedures and in the same week the guardian did a piece on the off gridding that schools were seemingly resorting too.
The BBC piece showed the isolation booths being used by schools as part of discipline procedures, and then the effect this had on young people themselves.
The article from the BBC report is here: ‘I felt like i didnt exist’    and the report itself is here
do have a look before reading further.
As a result of me posting this report on social media, a teacher, who wanted to stay anonymous, wanted to share with me, and via this blog, their story of being involved in education, and the effect of and on young people. It is a fascinating read and response to the piece.
As youthworkers – who will mainly read this, or teachers who might also do so, there is much to reflect on. There is also a system to continue to challenge for the sake of everyone that has humanity and the flourishing of persons at its heart, anyway, here it a teachers view:
Having been a teacher for nearly 20 years in an area with selective and non-selective schools, I have seen the effects of poor behaviour on education. Schools must cater for a huge variety of students with varying conditions and issues. Unfortunately, educators are not always equipped to cater for and manage these issues in the classes they teach and, when things get really bad, schools must show they are doing something to offer a suitable provision to the students; maintain a semblance of education for that individual; whilst also allowing the class they were in (and the teachers affected) respite from the anxieties and actions of said individual.
When I began my teaching career, schools were able to refer students to ‘alternative provisions’. Though difficult environments, these provisions usually offered affected students a smaller, safer, more intimate environment to engage with teachers and education.
Unfortunately, funding has put a halt to these provisions running effectively and, in some cases, running at all.
Schools have found that teaching is out-dated or poorly supported so students make no progress and, if there until Year 11, leave with no qualifications.
Schools are,  more and more often, managing exclusions (temporary and permanent) within the mainstream environment.
Effective provisions can be a safe inclusion zone within the school where a child is ‘isolated’ from their peers in a room, usually with a supportive member of staff or school (senior or middle) leader to monitor them. These staff members will usually engage in conversation and offer support with work. The meaning of ‘isolation’ has perhaps been sensationalized in the press of late with some students (and potentially their parents) realising a voice is being given to their complaints of infringement on human rights…sadly many people fail to realise what this truly means. Isolation should not be confused with ‘solitary confinement’ and is a part of the education environment which focuses on learning both academically and socially.
The need for classrooms to be consistent and effective learning environments whilst also facing the challenges of increasing class sizes (teacher recruitment and retention is a whole other factor to figure in) will undoubtedly mean this issue does not pass by quickly. Schools are, additionally, judged on the exclusions made and, in order to show they are not opting for exclusions as the immediate response to more severe behaviour breaches, they are putting the above mentioned isolation rooms in place.
It should be noted that external exclusions – where students are sent home to be supervised by parents – have become more and more ineffective. Working parents cannot monitor their child at home and, if at home, most parents are not able or willing to enforce the need to complete school work on an excluded student. Thus, an external exclusion becomes a ‘day off’…more of a treat than a punishment. The internal isolation provision allows for student to be monitored in school.
Some schools may cultivate an environment which allows for the brightest and most compliant; though many non-selective and comprehensive schools are working tirelessly to instill in students of all social and cultural demographics to abide by rules which support being resilient, caring and co-operative. Work is constantly done to support students beyond the school gates and now, much more than when I even started teaching, students are seen as a holistic person with feelings, anxieties and experiences which may affect so much about their learning.
Many schools are providing counselling services, support services and educational services in order to support students and their families. There are very few external support centres (Sure Start type provisions exist in very few areas). Funding is pretty much non-existent and (already stretched) school budged must now factor in so much more than just teaching and learning.  Links to churches and youth services are invaluable – where available.
It saddened me that, the other day when I mentioned a youth club, a 14 year old boy asked me ‘What is a youth club?’. I became a teacher out of youth work experiences and have seen a steady decline in what is provided out of school for students. The traditional clubs (Brownies, Guides, Scouts, Boys/Girls Brigades) seem to be less popular amongst certain groups of teens and there’s a gap in what can offered to them.  I still dream of owning a house a la Byker Grove and allowing a safe space for social interactions, sports and activities out of school because, ultimately, teenagers need to believe they are ok: their struggles are real, their anxieties are fair; their failings need carefully patching up and pushing back on into the world again.
Schools can’t do it all and get it all right…so somehow there needs to be the funding because it’s the perpetual truth that the teenagers are today are the adults of tomorrow and we should be nurturing them.’
There is much to reflect on, here, and I thank the teacher for wanting to share these reflections with me, and with you.
To conclude, and in support of teachers, i will end with the words of Paulo Freire:
‘There is something mysterious, something called ‘vocation’, that explains why so many teachers persist with so much devotion in spite of the immoral salaries they receive (though this may have changed a little) . Not only do they remain, but they fulfil as best they can their commitment. I would like to emphasise that even the loving commitment to ones task does not dispense with the political struggle in favour of ones rights as a teacher, the dignity of ones profession, and the care due to the students and the teaching space that both teacher and student share’  (Freire, Ethics, Democracy and civic courage, 1998, p128)
What needs to change – where do we start..?
Thank you for reading, another of the pieces on this blog on austerity and its effect on young people is here , and there are many others on this theme.
All my work on this site is done for free, if you would like to make a donation, you can do so on the link on the right. Thank you

Youthwork is good for young people and society , heres 50 reasons why (#yww18)

Its Friday of National Youth work week and to celebrate all things positive and empowering about youthwork practices in the UK.

The NYA have run a campaign on describing youthwork, and the evidence of these can be seen via Twitter here are few of the images, from the twitter feed, to capture some of the sense of what youthwork means to many people involved in it:

 

But what does the sector and the many 100’s of youth workers say about themselves- for, it is one thing stating what youthwork is all about – another describing the good it does for young people and society. Over the last 24 hours I have shared on twitter and facebook

(via the In defence of youthwork page)  the question as described above:

In what way is youthwork (or ‘are youthworkers’) good for young people and society? 

These were the responses to this question, unfiltered and unsorted:

  1. Believe in them
  2. Support, encourage and cheerlead
  3. Trust them
  4. Love them
  5. Deal in hope
  6. See potential, not problems
  7. Meet the needs that teachers struggle due to the formality of their jobs
  8. Guide, support and enthuse
  9. Start where the young person is at
  10. Be there
  11. They are trained listeners
  12. Advocate rights
  13. Helps young people develop real life skills to cope as adults
  14. Transforms young peoples lives through meaningful mutual engagement, allows young people to fulfil their potentials
  15. Provides young people with a safe space where they are able to be themselves and realise their potential – coming from someone who has been youth worked since she was 11 and loved it so much that 10 years later she’s a youth worker!
  16. Gives spaces for young people to throw off pressure to grow up too fast & be young, have fun.
  17. Gives vulnerable teens a place to be safe and access services that can help and support them
  18. Offers young people the chance to access a vast range of opportunities they otherwise wouldn’t
  19. The encourage growth and enhance their future chances
  20. To give young people a voice and give them a listening ear to hear and reflect issues that are important to them an not the system
  21. Enables young people the opportunity to develop unique relationships, where they can question, be heard and feel valued. These relationships are different to parents, teachers and peers, being based on mutual trust and respect, with the young person at the centre.
  22. It’s a relationship which the young person chooses to participate in, in which the young person is valued as a whole person. This relationship is a safe space to explore and the only agenda is around the young person’s growth and development as a whole person.
  23. Because it offers safe relationships with adults outside of the family which is beneficial for young people
  24. It’s the only service that has a voluntary relationship with young people for me it was the first time I ever felt listened to and valued inspiring me to become a youth worker which I feel is a privilege
  25. A youth worker advocates and protects the interests of young persons
  26. Enables young people to build positive relationships with other young people and adults outside of their family
  27. It may make better adults!
  28. Providing valuable informal education that is not provided in schools and homes. This can be life changing for some young people
  29. Youth work provides at least one example of an adult who can empathise with and think like a young person – bridging the gap between childhood and adulthood. An example of how you can continue to be yourself even into adulthood, rather than change to ‘become and adult’
  30. Give young people some time and space to be their true selves
  31. Empower them
  32. Actively inspires and enables self determination
  33. Takes support to them, in their community, in places they feel safe and people they feel confident around
  34. Offers a space for young people to develop their authentic self through an accountable social education programme, which allows for mistakes and growth
  35. Youthwork offers a safe space for young people to be themselves be heard be supported be empowered and treated with respect
  36. All young people feel respected and valued
  37. I can’t even begin to count how many times I’ve met now “grown up’s” who tell me how brilliant a youth club session/residential/activity was which they took part in and others who sought me out for support as adults because they remember what we did as youth workers.
  38. Inclusive and challenges young people to explore their identity in society
  39. An adult yp can laugh/ have fun with but also be safeguarded by! Without youth workers referrals to early help services and social care would be higher!
  40. when a young person see’s that a youth worker doesn’t hold the weight of judgement in their eyes when they look at them it makes the young person lighter, they feel that they can shed the weight of years of being taught they are worthless.
  41. Youth work can be a place of political education and political participation of young people, with the aim of having social action.
  42. It’s a place where young people can test out ideas around identity, belonging etc and open up their world view by meeting people they may not normally come into contact with, trying new things and having their viewpoints challenged.
  43. To help with transition to adulthood
  44. Youth work changes young peoples lives for the better. It plays a transformative and educative role in the personal and social development young people. It helps young people explore and understand their own and others identity and gives them the skills knowledge and tools to positively impact, change and shape the world around them
  45. Helps young people connect with their community and become valid members of it
  46. Youth work embraces and celebrates young peoples lived experiences without judgement
  47. Youth work enables young people to grow in understanding of themselves, those around them and the society in which they live. In addition, to having their own space to have fun, free of judgement.
  48. Despite the overall feel of some of these statements, I think it is also important to note that youth work as a practice does not see young people as victims or in need of ‘saving’ as such, unlike many other professions working with young people. Youthworkers work with young people to empower them, and believe they can source their own power. Youth workers aim to understand the world from the young person perspective, respecting their choices, feelings and views, and providing accurate information so young people can make their own informed choices. This also means sometimes (often) we have to watch as they make, what we believe are mistakes, and be there, without judgement when they are ready to engage.

With two from me: 

49. Youthwork give young people the opportunity to build a relationship with an adult in which they can choose to say no. 

50. Youthwork provides a way of helping communities think better of young people through social and community activism, narrating a positive story of young people. 

 

Wow…

 

At the end of youthwork week, lets endorse, celebrate and cheer for all the good that youthworkers do, in all the many places where voluntary relationships occur between themselves and young people, in organisation buildings, on the streets, community centres and churches, lets remember how much of what we are all doing and trying to do for young people we share many values, dreams and desires for the discovering of young peoples gifts, abilities and exploring with them places in the community and the future orientated , youthful fight and frustration we need to accomplish this. For all who stand in the gap, who take on the fight of funding bids, trustee meetings, community hostility and pressure from systems, outcomes and managerial expectations for the sake of young peoples rights, participation and welfare, be encouraged, and thank you.

Is the tide turning ? We hope so. And if these 50 reasons aren’t good enough to convince policy makers and funders of the value of youthwork, then Im sure we can think of 50 more.

Thank you for all you contributed to this piece with your comments and responses to this question. It would take another piece to credit you all individually, so thank you.

In such a high expectancy culture – young people are in deficit of empathy more than ever

Think about all the expectations thrust upon a child or a young person:

youll grow up to be like your mum

work hard and youll get good results

what will you do when you grow up

you need to get to university

you need to just cope

you must fit in

you must be different

you must conform

you must look a certain way

you must be busy every night doing something, at a club

you will be deficient without this (the advertisers message)

We expect you in this school to do well (so our league tables look good)

We expect you to behave in this youth club

We expect……………………..(fill in the blanks)

We expect you not to have sex, we expect you to have sex

we want you to fit our agenda, our expectation of this club, this group, this church

Youll make a mess if you do this…

 

And then theres the generational stuff

Millenials ‘X’ and Generation Z ‘Y’ – expectations of the guava shaped cheese straws thatll be ruining snack time for everyone. Or something else. Expectations that as a millenial  you will be like this or that or the other.

Expectations that technology is ruining your life,  and on that technology stuff

do something photo worthy

compare yourself

be likeable

be popular

be successful

sound interesting

achieve

Pressure to expect, expectations of pressure.  I wonder in youthwork and ministry whether theres been the same tendency of expectation

‘come on this trip, you must attend this, ‘weve done something amazing – we think youll like it’

‘what did you think of the mega exciting thing we spend doing for you?’ – expectation to conform, to please. To keep the work or ministry going.

If Shakespeare did say this and it isnt an internet meme, he wasnt far wrong:

Image result for expectation

Hang on for a moment – whatever happened to empathy, respect, listening, compassion? When was the last time we heard or used those words when thinking about working with young people, when starting ‘a project’ or a piece of work. 

Is anyone taking the actual time, to actually listen to young people at all. Take them seriously. Take them respectfully. Be empathetic. Realise that there is a real person inside.

One of my greatest pleasures of being a youthworker was to have time for young people, in a busy organisation with sessions and programmes, I could be the person in between, the one to play pool with or share a coffee, the one who wasnt about expectation or pressure, about programmes, but was about the deep stuff of struggle, of questions, of help. But theres no money in being a youthworker in between anymore. Theres also no money in the mental health provision young people need, because theres no money in being someone who might be able to listen to young people anymore. It does significantly feel as though talk of empathy in youth work and ministry has gone. Replaced by ‘active listening’ but listening that might not go deep enough. But has even professional youthwork got time for empathy? probably, just.

Of course all of this could just be me, and my reflection on where I am at, having managed, supervised and trained a whole load of people to be youth work/volunteers over the last 2-3 years, It also feels like its been a while for me to have sat down, listened and genuinely felt that kind of connection to empathise with a young person. So it could be me out of touch.

But it could also be me, looking at the many 100’s of job losses in youth work. It could be me looking at the 100’s of job losses in teaching and schools struggling as organisations to cope. It could be me looking at youth ministry vacancies, it could be me hearing of 6-12 month waiting lists in mental health queues, it could be me knowing that only communities with high crimes get any attention from statutory youth provision, it could be me in seeing various youth ministry organisations make sweeping generalisations of young people, it could be me when Theresa may says ‘nice try’ when theres a question about cuts to youth provision and its effect on young people. I have written before about how young people have stopped being cared for in the UK, and having no compassion – at least from policy makers and the government. Closer to the ground, do they get any empathy either?

The oft quoted Carl Rogers suggests that empathy requires a number of factors, and non judgementalism is the first thing, stating that it is impossible to be accurately perceptive of anothers inner world if we have formed an evaluative opinion of them (Rogers 1960: 154), because in that judgement we will fail to be accurate of another, understand the other and listen to the feelings, body language and responses by another.

I think we get this, but even a non judgemental approach seems thinly veiled nowadays. Almost old school. And not really said because we want to empathise, more that we dont want to lose out on funding. But what would empathy look like anew in youth work and ministry? What would an empathetic government policy on young people look like? What does non judgement look like when data is used to predict not only class sizes but also educational achievement and ‘predicted grades’ even before a primary school offer is accepted. Where is the empathy then? Where is the opportunity and chance?

Rogers also suggests that students might find themselves in a more appropriate climate for learning when they are in the presence of an understanding teacher.

Being empathetic involves being sensitive, moment by moment to changing felt meanings which flow from the person, from rage, or fear or both. It means temporarily living in anothers life without making judgements, sensing feelings they might not be aware of, communicating senses and pausing to check for accuracy. It involves time, and involves laying aside own views or judgements and values to enter their world without prejudice. (Rogers)

Empathy of this level undoubtedly requires significant effort, significant time, is complex and demanding. It maybe a direction where a shift need to start in, and I know empathy isnt everything, and Rogers is a bit of a dreamer, but maybe we have to dream at least in a compassionate direction. Image result for empathy

And there are many occasions where culture is driving empathy lacking policies, processes and practices in the direction of young people. Empathy isnt everything in the relationship we might have with young people, as youthworkers, teachers or health care, but its pretty clear that the ideology of neo liberalism that places value for money and competitiveness over human dignity and creativity, squeezing time to ensure only the efficient matters, does not stack in the favour of empathy. Neither does the media, generally.

Empathy, isnt just about the soft stuff. In 1972 Carl Rogers also wrote the following:

‘Will the school psychologist be content with the attempt to diagnose and remedy the individual ills created by an obsolete education system with an irrelevant curriculum; or will he insist on having a part in designing an opportunity for learning in which the student’s curiosity can be unleashed and in which the joy of learning replaces the assigned tasks of the prisons we now know as schools?’

It feels as though when young people need it the most, empathy has been sucked out of society like an particularly tarte lemon. Replaced by higher and higher levels of expectation. Replaced by less and less avenues of support, replaced by greater levels of competition, replaces by being the pawns in competitive organisations. Compassion fatigue yes, empathy removal almost certainly. No wonder those who know what youthworkers did in schools found them valuable (but not always valuable enough to pay them to be youthworkers) because, between the gaps there was a space for conversation, reflection, time and listening, and sometimes even empathy.

What steps might be needed to make an empathetic culture that young people grow up in? Am I dreamer… yes, but we’ve got to start a new from somewhere. How can we expect young people to thrive when expectation and pressure is the driver?

 

Rogers Carl, A way of Being, 1980

The Carl Rogers Reader, Kirschenbaum/Henderson

If you thought teachers were disappearing, try finding a youthworker

The BBC today ran this piece:

England’s schools face ‘severe’ teacher shortage

with the full text being found if you click the link. Some of the headlines include that

In poorer areas outside London, 17% of physics teachers have a relevant degree – compared with 52% in affluent areas in the rest of the country.

There are particular geographical cold spots, where schools are rated as least likely to have teachers in shortage subjects with a relevant degree:

  • Portsmouth
  • Hampshire
  • Newham
  • Barnsley
  • Doncaster

London and the south-east of England, and Bath, north-east Somerset, Rochdale and Darlington are among the areas with the highest levels of teachers with a degree in their specialist subject.

Recruitment targets for teaching have been missed for five successive years – and the report calls for cash incentives to make teaching more attractive.

It calls for “salary supplements” in subjects with shortages and says extra pay should be considered for areas which are “hard to staff”.

Anecdotally, I know of schools in the north east which find it incredibly difficult to recruit for new teachers, and teachers are leaving schools, retiring early, changing to somewhere else or giving up altogether. It wasnt that long ago when reports were circulated that about 1/3 of newly qualified teachers dont make it through their first teaching year.

A few months ago I posted a piece on the declining numbers of youthworkers, and the increasing amount of unfilled youthwork posts across the UK, a comment on this post yesterday prompted thinking around the broader profession, or field of working with young people. That post is here, with the comment below: Youthwork jobs staying vacant . The point being is that whilst teachers are disappearing, since 2010 there have been a substantial cut to youth services across the UK, which whilst each local authority has responsibility for its budget, these have been first to go (it seems) in many areas as each local authority has had its finances from national government reduced due to ‘austerity policies’.  More that 1/3 of all youthworkers in the UK paid for by statutory authorities have lost their roles, or are now in departments that have almost nothing to do with the practice or philosophy of youthwork. And, as I pointed out here, from a situation in the North East, there is still great need for the practice of youthworkers in communities, just that schools are picking up the pieces, and youthworkers are round holes in the social work square peg.

There is a much broader question here. No it is a statement.

Growing up in the UK is tougher now that it was 10 years ago.

And, there are now less adults around, who are paid to be supportive and educate young people than there was before. Those who are around are either fantastic volunteers, or voluntary or enterprise groups who themselves are struggling to raise the funds and may be using every engagement with young people as a target a measure for future funding. But Im not going to repeat all the issues that austerity has brought upon young people.

But if you think the situation with lost teachers is bad, and I know this grabs the headlines for at least an hour. (by the time I wrote this, the above news piece had already been taken off the bbc news front page and replaced by something more newsworthy or readable, Prince Harry singing) Then what is also evident is that the joined up collective act of supporting, educating young people and helping them flourish in society is in need of systematic and collective new thought.

Taking into account;

The breadth of education possibilities and multiple intelligences

Poverty and ensuring equality of opportunity, especially of creative subjects like drama, music, philosophy and languages

The use of data as a way of determining the future for young people and how this restricts growth

Testing and examinations that induce stress for children as young as 7.

League Tables and the whole issue of competition between schools and schools run as businesses

Support for young people that exists outside of school time, and making this universal across the UK

Valuing informal and young person led education processes

And i am sure there might even be experts in these fields who would add more to these things.

The effect of the employment market on education, ie solely preparing young people for work ( – what about the rest of life? )

But an issue about the reduction of teachers, coupled with the only rare sighting of the even lesser spotted youthworker, is a grave cause of concern for the health, education and well being of young people in the UK. And a reason why growing up in the UK is tougher than it was 10 years ago. There has to be serious questions about the field of working with children and young people and the education (both formal and informal) that they receive and are part of.

Its not a competition to see who has the fastest shrinking profession. The great loser is young people themselves. And no-one in education, whether formal or informal should take their eyes off this.

Are young people born since 2000 to be known as the Austerity Generation?

Imagine being 10 and at youth club that evening the leaders pass the bucket around, and ask you to make a cake to sell to keep the youth club going.

Imagine being 11 and the youth club that you went to closing.

Imagine being 12 and your parents have to move house because, after your brother moved out last year, they cant afford to stay in the same house, and they need to be in something with one less bedroom.

Imagine at 12 1/2 having to change school and friendship groups because of this.

Imagine that at 13 your birthday meal has to be got from the foodbank because the universal credit payment didnt come through on time after the house move.

Imagine being 13 and not coping with your new school, and you ask for help and counselling, but no one really though you were serious.

Imagine being 14 and developing an eating disorder

Imagine being 14 and having to wait 6 months for a Camhs referral and appointment.

Imagine being 14 and just having to cope and be told you need more resilience.

Imagine being 15 and trying to cope in school, where there was no let up.

Imagine being 16 and advised to stay in school or college

Imagine being 17 and realising that in college, that you get to do a 1 day timetable in something that you really dont want to do.

Imagine being 17 and the thing you want to do, you cant because the education maintenance allowance doesnt ‘exist anymore’

Imagine being 18 and realising that college might be the answer, but a bus ticket to it is too expensive.

Imagine being this young person.

Imagine that every year since you were 10 you were directly affected by the underfunding of youth services, education, travel, housing, social services, mental health provision, imgine that every year there was a change to be made.

Imagine how that uncertainty might have an effect.

When its not just one thing.

Its been one thing every year.

Imagine that being 14 might have been easier with a youthworker around.

Imagine that being 16 might have been easier with a youthworker around to help think through education choices or help realise dreams and potential.

There will be 17 year olds, who for the last 7 years all they have experiences is something that had, being taken away. Something they want that might be good for them being out of reach, something that used to exist not being there anymore, something that makes their already challenging life even more difficult to try and reach. I guess thats tough love by the tory government, or just tough luck.

Imagine thinking that it wasnt just your postcode that you feel left out in, but that its the wrong time in the world to be a young person.

Imagine how being 10 was a time of hope, of dreaming and of looking forward to the rest of life with excitement. Imagine having all of that dashed by austerity cuts.

Imagine being blamed because you’re now a bored teenager who hangs around the town.

It isnt what you dreamed for. what you wanted. But dreams are dangerous now.

Imagine that you are still the problem.

Imagine that no one still wants to listen.

Imagine being shunted from one 6 week course to another.

Imagine being in between. Out of one home, not in another.

When a secondary school teacher in a Northern Secondary school said to me a few weeks ago;

‘Young people perceive that no one cares about them’

‘Children and young people deserve investment, they have been at the rough end of austerity’

‘They are vulnerable first and foremost, they need people who care and then be alongside them’

They might just be right.

Yet, that doesnt seem to matter to the current government.

In a discussion at the UK prime ministers questions yesterday there was the following exchange:

Lloyd Russell-Moyle (Brighton, Kemptown) (Lab/Co-op)

Q7. Last year, a quarter of young people thought about suicide, and one in nine attempted suicide. Young people are three times more likely to be lonely than older people. Knife crime is up, and gang crime is up. There are fewer opportunities for young people than ever before—68% of our youth services have been cut since 2010—with young people having nowhere to go, nothing to do and no one to speak to. Is it now time for a statutory youth service, and will the Prime Minister support my ten-minute rule Bill after Prime Minister’s questions? [905633]

The Prime Minister- Theresa May
I think “Nice try” is the answer to the hon. Gentleman, but he said that there were fewer opportunities for young people here in this country. May I just point out to him the considerable improvement there has been in the opportunities for young people to get into work and the way in which we have seen youth unemployment coming down?

Whilst the question may not have got to the hub of the whole matter and the situation facing many young people who have now experienced 7 years of austerity, and have a firm grip of how their lives are and have been affected. It is as true to say that the response from the Prime Minister is one who has no idea on what 8 years of targetted cuts that have affected families may have had on young people.

Young people still the brunt of the cut backs. Still demonised by the press. They deserve much better. Even just to catch up with what young people 10 years had the benefit of, no not the benefit of, the right to have.

‘Nice try’ – even the question about young people is belittled in response.

Its as if no one is pretending to try, and helping young people to survive is a mish mash of agencies scrambling around for the crumbs off the plate. The gaps are huge and many are falling through.

‘Nice Try’ nah when it comes to young people, this government have barely tried. And dont even start on NCS.

Mark Smith has written this piece at length on the http://www.infed.org site detailing all the research and reports which indicate the effect of austerity policy on young people education. Harrowing. austerity affecting young peoples wellbeing and education

Blog at WordPress.com.

Up ↑

%d bloggers like this: