http://concept.lib.ed.ac.uk/issue/feed Concept 2018-08-22T21:22:31+01:00 Stuart Moir Stuart.Moir@ed.ac.uk Open Journal Systems <p>The Journal of Contemporary Community Education Practice Theory. Concept offers a lively independent forum for critical debate and exchange of ideas in contemporary Community Education. Community Education is seen in the broadest sense to include community work, adult education and youth work and takes place in a range of settings and agencies. We see the concept of community education as dynamic and diverse and do not seek to reflect a fixed view.</p> http://concept.lib.ed.ac.uk/article/view/2806 Creating ‘one big masterpiece’ – Synthesis in Creative Arts Youth Work 2018-08-22T21:22:30+01:00 Edward Beggan stuart.moir@ed.ac.uk Annette Coburn stuart.moir@ed.ac.uk <p>The creative industries contribute £4.6bn to the Scottish economy and support 73 thousand jobs (Creative Scotland, 2017). Creativity sits at the heart of Curriculum for Excellence, where it is ‘fundamental to the definition of what it means to be a ‘successful learner’ in the Scottish education system’ (Education Scotland, 2013, p 2). Creative learning and cultural participation offer a means for people to improve their understanding of themselves and to achieve individual and collective well-being (Creative Scotland, 2014). Yet, in questioning whether our education systems do enough to enable learners to flourish, Putnam (2015) argues for improvements in the use of methods, like digital technology, to develop learning, creativity and innovation, where the streaming of short films, plays, animation and documentaries create ‘educational assets’ (p.122) for transformational education (Mezirow, 2009).</p> <p>Understanding the importance of creativity in a context of shifting youth work methodologies (Harland and McCready, 2012) inspired us to consider a range of ways to improve young people’s experiences of, and access to, creative education outside of schooling. This article draws on findings from a multiple case study that examined use of creative arts in two youth work projects. It argues for educational synthesis in the application of professional youth work methodologies that can complement school based learning, to strengthen cohesion and collaboration in Scottish education. In this research, combining creative arts with youth work developed an authentic and participatory means for young people’s expression of voice (Beggan &amp; Coburn, 2017).</p> 2018-08-19T12:38:35+01:00 ##submission.copyrightStatement## http://concept.lib.ed.ac.uk/article/view/2807 The Global Financial Crisis and Some Potential Solutions for Communities 2018-08-22T21:22:31+01:00 Richard Leonard stuart.moir@ed.ac.uk <p>In contemplation of the economic troubles faced by the last Labour Government, Tony Benn famously declared that the very scale of crisis was the 'occasion for making the fundamental changes and not (the) excuse for postponing them' (1989). So it is today. The real economic challenge is how to secure not just short-term economic management again, but long-term fundamental economic change.</p> 2018-08-19T12:45:30+01:00 ##submission.copyrightStatement## http://concept.lib.ed.ac.uk/article/view/2809 The Politics of Breastfeeding: In Whose Interests? 2018-08-22T21:22:31+01:00 Rachel Murray stuart.moir@ed.ac.uk <p>Although breastfeeding is a natural physiological process that has sustained our existence for thousands of years, today mothers face a plethora of barriers that “make it difficult and sometimes impossible for women to breastfeed in the UK” (Unicef, 2018). These barriers include access to support, aggressive marketing of formula, lack of education, socio-economic barriers and mothers’ feelings of embarrassment (Ibid). On top of this, the politics of breastfeeding has become so complex that there are a myriad of cultural issues that those providing support to mothers have to navigate. Unicef believe we need an approach that recognises that, although mothers are the ones who will physically breastfeed, all of us can impact on breastfeeding. Therefore, if we are to try and solve the problem of breastfeeding we need to stop framing the issue as being the individual responsibility of mothers.</p> 2018-08-22T20:42:01+01:00 ##submission.copyrightStatement## http://concept.lib.ed.ac.uk/article/view/2811 Young People and the ‘Entrepreneurial Self’ 2018-08-22T21:22:31+01:00 Alan Mackie stuart.moir@ed.ac.uk <p>The notion of ‘choice’ is particularly strong today in public discourse and reflects the increased marketization of our society. As such, young people are expected to have the capacity to be ‘rational planners’ of their future – making short-term decisions based on a long-term goal. Evidence suggests that young people are happy to embrace this challenge, becoming self-managers of an imagined future, accepting the responsibility to create a pathway from youth to adulthood. Of course, in modern society it’s never that simple.</p> 2018-08-22T20:45:53+01:00 ##submission.copyrightStatement## http://concept.lib.ed.ac.uk/article/view/2812 Manipulation 2018-08-22T21:22:30+01:00 Jo McFarlane stuart.moir@ed.ac.uk <p>A Poem by Jo McFarlane</p> 2018-08-22T20:55:01+01:00 ##submission.copyrightStatement## http://concept.lib.ed.ac.uk/article/view/2813 What can we do with our stories? Reflections from the Faroes 2018-08-22T21:22:30+01:00 Cathy Sharp stuart.moir@ed.ac.uk <p>In my efforts to refresh my social theory and develop new perspectives on evaluation I recently attended a social constructivism conference on Communication, Collaboration and Relationships in the Faroe Islands<a href="#_ftn1" name="_ftnref1"><sup>[1]</sup></a>. &nbsp;I’d been alerted to this opportunity by one of the organisers, Gro Emmertsen Lund, a Danish organisational consultant and author with a shared interest in reshaping evaluation (Lund, 2011).&nbsp;</p> <p>As a freelance action researcher, this was my annual dose of CPD.&nbsp; Like many people from the UK, this was new territory for me and I couldn’t resist the location and the conference aims to ‘increase the motivation and the joy of learning, teaching, leading and serving’ and ‘bring public services into synchrony with emerging world conditions’.&nbsp; One of the keynote speakers was Ken Gergen who, amongst his many writings, articulates a vision of the researcher as an active agent in fashioning the future and research as a form of social action (Gergen, 2014).&nbsp;</p> <p>&nbsp;</p> 2018-08-22T20:58:41+01:00 ##submission.copyrightStatement## http://concept.lib.ed.ac.uk/article/view/2814 Óscar García Agustín & Martin Bak (eds) (2016) Solidarity Without Borders: Gramscian Perspectives on Migration and Civil Society Alliances 2018-08-22T21:22:31+01:00 Fergal Finnegan stuart.moir@ed.ac.uk <p>How can democratic and progressive movements build and sustain networks of solidarity and action that are effective on a transnational scale? This is a crucial question if we want to halt the rise of inequality, avoid an acceleration in climate change and find egalitarian solutions to global issues. Thus, I read <em>Solidarity Across Borders,</em> a new edited collection which explores how solidarity is being envisaged and acted upon in relation to migration, with keen interest.&nbsp;</p> 2018-08-22T21:01:34+01:00 ##submission.copyrightStatement## http://concept.lib.ed.ac.uk/article/view/2815 Shaw, M. and Mayo, M. (Eds.) Class, Inequality and Community Development, 2018-08-22T21:22:31+01:00 Carmel Borg stuart.moir@ed.ac.uk <p>Shaw and Mayo’s book promotes the centrality of class analysis as a platform for liberatory community development.&nbsp; Recognising class-based, structural inequality is, in the editors’ view, basic to resisting and subverting a community development agenda that serves a retreating state and which tends to reach out charitably rather than transformatively, masking and reproducing structural inequalities in the process.&nbsp; The contributors to this volume build on this argument and provide case-studies which highlight the class-informed roadblocks to liberation and the tensions and possibilities generated by class-conscious, anti-neoliberal and counter-deficit approaches to community development.&nbsp;</p> 2018-08-22T21:03:38+01:00 ##submission.copyrightStatement## http://concept.lib.ed.ac.uk/article/view/2816 Darren McGarvey, (2017) Poverty Safari: Understanding the anger of Britain’s Underclass 2018-08-22T21:22:31+01:00 Sam Anderson stuart.moir@ed.ac.uk <p>In <em>Poverty Safari: Understanding the Anger of Britain’s Underclass</em> Darren McGarvey (aka Loki) sets out to give voice to the feelings, concerns and anger of people from deprived communities all around Britain. McGarvey uses the book to explore his current truths, refreshingly not by attempting to present definitive answers, but instead by offering observations and understandings based on his own experiences with what feels like an invitation to explore and discuss what he airs. An immense power of the book for me is in McGarvey naming and articulating a long rumbling sense of things not being as polar as they are regularly presented; where a desire to make the complex simple often means our human messiness goes unacknowledged, with packaged ‘solutions’ based on a particular ideological viewpoint touted as the answer before question framing is ever adequately considered. &nbsp;This polar thinking is compounded by people’s truths so often going unarticulated due to the weighted assumptions of deemed experts being prioritised and/or for fear or experience of folk being ‘unheard’, ‘ridiculed’ or having perceived or real negative consequences for themselves, communities or organisations they might be associated with.</p> 2018-08-22T21:05:35+01:00 ##submission.copyrightStatement##