Suchergebnisse

Cover -- Endorsements -- Half Title -- Title Page -- Copyright Page -- Dedication -- Table of contents -- Illustrations -- Note on author -- Preface -- Acknowledgements -- Introduction -- Pen portraits of the Boys in this book -- And the other Boys? -- Milltown -- Part I -- 1 Marty's funeral -- 2 Getting started (again) -- A lifetime with the Boys -- Lockdown Britain and my chance to write the book -- Facebook links but writing doubts -- The norm of reciprocity -- But had such a study been done before? -- A slice of history -- (Twenty)-Five Years -- An oral history? -- Trusting their stories? -- A stranger's eye -- 3 Methodology -- Three varieties of qualitative inquiry over the years -- Tentative steps -- Getting the Boys' consent and the interviews done -- Part II -- 4 Origins and destinations -- 5 Employment -- 6 Family and relationships -- 7 Crime -- 8 Health -- 9 Housing -- 10 Beliefs -- 11 Leisure -- 12 Closer than family -- 13 Identity and self-image -- Part III -- 14 Looking back -- 15 Some final thoughts -- Feral or free? -- New times, old ways? -- Trajectories or navigations? -- Conclusion -- Bibliography -- Index.

Der Verfasser behandelt den historischen Wandel der Begriffe Jugend und Jugendpolitik und ordnet unterschiedliche Konzeptionen von Jugendpolitik in diesen Kontext ein. Er diskutiert verschiedene Elemente, die bei der Konzeptionierung einer adäquaten Jugendpolitik eine Rolle spielen sollten. Dabei liegt ein Schwerpunkt der Aufmerksamkeit auf europäischen Entwicklungen in diesem Zusammenhang, vor allem auf den internationalen Berichten des Europarats zur nationalen Jugendpolitik seit 1997. Der Verfasser plädiert für ein jugendpolitisches Vorgehen, das die Dynamik der Jugendpolitik bewahrt und sich an einem Dreieck von professionellen Wertorientierungen, den Bedürfnissen und Wünschen der Jugend und politischen Zielsetzungen orientiert. (ICE).

Résumé Cet article traite de l'idée, de l'évolution et de la mise en œuvre éventuelle de la « politique de la jeunesse ». Il s'appuie sur le contexte européen en la matière, en particulier les analyses internationales des politiques nationales de la jeunesse du Conseil de l'Europe. Trois modèles d'élaboration des politiques de la jeunesse et d'action sur le terrain auprès des jeunes sont proposés.

À l'initiative du Conseil de l'Europe, des groupes d'experts internationaux ont procédé à l'évaluation des politiques de jeunesse de dix pays membres du Conseil de l'Europe. Les évaluations portant sur les sept premiers pays ont fait l'objet d'un rapport de synthèse réalisé par Howard Williamson qui a coordonné le travail des différentes équipes d'experts. Ce rapport concerne les résultats du Luxembourg, de Malte, des Pays-Bas, de la Finlande, de l'Estonie, de la Roumanie et de la Lituanie, dont il pointe les principales problématiques de jeunesse auxquelles les politiques ont à répondre, cherchant à dégager des constantes et des spécificités. La synthèse de ces évaluations permet de construire empiriquement un cadre commun d'analyse des politiques de jeunesse, qui repose sur l'identification de cinq indicateurs.

Guest Editors' NoteOne of the most central principles for social pedagogues is to critically examine their role and the purpose of their practice: What are the social aspects of relevance for their practice? How can they help the children they work with to develop social competences, to feel included in a social network and the wider society, to have a sense of belonging and take more responsibility for their community? To what extent must social pedagogues be advocates for those marginalised within society, be a critical voice that challenges social inequalities? And on the other hand, what pedagogical aspects are important within their work context? How can they create learning opportunities that prepare children and young people for many aspects of life? To what extent are they expected to be formative and socialise children and young people to fit in, and to what extent must their practice nurture the individual's autonomous development? These are not easy questions to answer, and they need to be asked over and over as the answers will change, depending on the individual with whom social pedagogues work, but also their work context and, importantly, the wider societal–political framework, which might make particular aspects more relevant at times.

Abstract: The measures introduced in the 1982 Criminal Justice Act show signs of accelerating the trend towards the use of custodial penalties for persistent and/or serious juvenile male offenders. This situation places an unwelcome obligation on practitioners within social services or the probation service to develop programmes offering sufficient control and containment to appear to magistrates as credible alternatives to custody. At the same time strategies must be devised to maintain the place of such programmes at the top of the tariff so that they take only those offenders who would otherwise have been placed on detention centre or youth custody orders. Recently initiated time‐intensive community‐based schemes may help some young offenders, but the authors argue that a realistic alternative is presented by developing structured goal‐oriented packages which involve a determinate period in residential care.