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Re-engaging young people
In recent years, there has been a widespread public concern - some might even describe it as a 'moral panic' - about young people's behaviour in Scotland. In particular, those young people living in deprived urban communities are often regarded as troublesome and disengaged, and the current preoccupation with anti-social behaviour and gang culture is one symptom of this wider public paranoia. These concerns have added urgency to the development of a citizenship agenda in schools grounded in civic engagement. Curriculum for Excellence emphasises that young people should be encouraged to participate responsibly in social and cultural life, to communicate opinions and engage in decision-making.
But how can we engage the most marginalised youngsters - those who live their lives against the backdrop of poverty, social deprivation and chaotic family circumstances? These young people sometimes become disaffected with school and turn towards gang membership as a means of gaining a sense of status and identity. As part of research in Glasgow's most deprived housing schemes over the last few years, I have attempted to gain a deeper understanding of young people's views on the issues within their local communities. I have also explored the educational vehicles that might enable them to gain a deeper sense of empowerment.
Many of the young people I have spoken to feel frustrated by the lack of local recreational facilities available to them. They also feel that the threat of territorial violence restricts them from travelling out of their housing schemes to engage with more distant facilities. They often have imaginative ideas for enacting social change, but feel that their voices are never heard.
Supporting young people to move beyond these feelings of disengagement needs to begin by offering youngsters respect and genuine opportunities to be listened to. Youth work can play an important role here. Through streetwork, youth workers can begin to interact with young people on their own social terms and encourage them to participate in recreational initiatives such as street football or basketball. At the same time, they can liaise with teachers, FE College lecturers and careers advisers and encourage young people to become re-engaged in the educational process.
Once the trust of young people has been gained, local community forums can be established which bring local community residents, youth workers, teachers, housing associations and young people together. Young people can be encouraged to explore their ideas about interventions that could help to change their housing schemes and make life more attractive. The multi-agency approach makes it easier to ensure that young people's ideas are taken on board and that the range of partners involved can find mechanisms for responding to and enacting their ideas.
There are several local initiatives that have emerged as a result of this approach within the communities I have visited. Examples include the setting up of local youth football leagues, opportunities for youngsters to engage in film and music production and to engage in graffiti artistry projects. In one community, youth workers and FE College lecturers supported young people in producing a local magazine. It published positive stories about youngsters' ideas for community change and illustrations of their involvement in neighbourhood support initiatives. As a result, local public perceptions of young people became considerably more positive.
In some instances the cycle of re-engagement can come full circle, where young people eventually find themselves employed in local youth organisations. One example is Jamie, who I met while conducting research in the east end of Glasgow. Jamie grew up in a community dominated by social deprivation and gang culture, and had a long history of participating in violence. He was 'rescued' by local youth workers, who liaised with a range of educational and community partners and encouraged Jamie to go back to college and study 'Care in the Community'. Jamie is now a trained youth worker and is engaging other young people in local initiatives. He has also co-delivered courses with me aimed at trainee youth workers, sports coaches, teachers and the police.
At one time, Jamie saw himself as a lost voice in the wilderness… but now he has become empowered. His process of change began because a small group of educationalists started to listen to him. Therein lies a powerful message.