Concept http://concept.lib.ed.ac.uk/ <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> University of Edinburgh en-US Concept 1359-1983 <p><img src="//i.creativecommons.org/l/by-nc-sa/4.0/88x31.png" alt="Creative Commons License"> <br> This is an Open Access journal. All material is licensed under a <a href="https://creativecommons.org/licenses/by-nc-sa/4.0/">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)</a> licence, unless otherwise stated.<br>Please read our <a href="/about/policies#openAccessPolicy">Open Access, Copyright and Permissions policies</a> for more information.</p> The Great Game of Power : Critical Pedagogy in Conflicted Times http://concept.lib.ed.ac.uk/article/view/2996 <p>This paper is informed by a <em>systematisation</em> of <em>Active Inquiry</em><em>’s </em><a href="http://www.activeinquiry.co.uk/spectact.php"><em>Spect-Act</em> project</a>, which engaged three community organisations in Edinburgh with Boal’s <em>Theatre of the Oppressed</em>. A systematic process of reflection and action illuminated a variety of tensions in the work, funded by Creative Scotland and apparently in tune with Government rhetoric relating to socially engaged art, community empowerment and service user involvement. &nbsp;&nbsp;We explore the tensions and consider the challenges of this form of critical pedagogy in a political context very different from the one which stimulated the practice of Freire and Boal.</p> Aileen Ackland Gavin Crichton Emily Steedman ##submission.copyrightStatement## 2019-04-19 2019-04-19 10 1 15 15 Critical Reflection and Community Education Values http://concept.lib.ed.ac.uk/article/view/2997 <p>While Reflective Practice is widely regarded as an essential, but orthodox, part of Community Education, Critical Reflection is a more radical, transformative process that questions fundamental assumptions (Fook, 2015). It is, by its nature, difficult to implement within organisational cultures dominated by a narrow managerialism. Within a Community Education department, we introduced a number of initiatives, over the course of a year, to enhance such Critical Reflection. We report here on the process and its outcomes. First, we discuss the central role that Critical Reflection can have in informing decision making and individual professional development. We go on to outline the pressures on Community Education professionals who work within organisational cultures increasingly driven by a neo-liberal agenda, the managerialist imperatives of which undermine both the principles and practices of Critical Reflection. We then describe the process of introducing Critical Reflection into team processes using Reflective Circles and our evaluation of it, focusing on the use of Community Learning and Development (CLD) values to frame discussions. Finally, we draw some conclusions and outline the questions that this work poses.</p> Rob Bray Graham MacLellan ##submission.copyrightStatement## 2019-04-19 2019-04-19 10 1 11 11 Youth Work Education: Is the Voluntary Principle no Longer Reliable in Defining Youth Work? http://concept.lib.ed.ac.uk/article/view/2998 <p>At a time when traditional orthodoxies are open to challenge, it is useful to critically reflect on changing youth work practice contexts. Asserting the voluntary principle and free choice in open access youth work helps us to distinguish educational youth work methodologies from types of work with young people across a range of disciplinary areas where young people are required to attend. Yet, the context in which the voluntary principle became established in the UK, has changed. New roles are emerging for youth workers in contexts where the voluntary principle may be compromised</p> Annette Coburn Sinead Gormally ##submission.copyrightStatement## 2019-04-19 2019-04-19 10 1 12 12 The Young Unemployed and a ‘Perfect Storm’ of Stigmatisation http://concept.lib.ed.ac.uk/article/view/2999 <p>During the course of my research I interviewed a number of&nbsp;young people who have made a conscious decision to&nbsp;not apply for&nbsp;social security. At first this baffled me as every single young person in this situation was entitled to do so. But when their reasons for not taking up entitlements became clear, I could well understand their decision even if it further impoverished already struggling households.</p> <p>What is apparent from the interviews I’ve carried out is the sense of stigma and shame that the young people feel from the potential of accessing social security. Baumberg (2016) makes the point that ‘benefits stigma’ has seen a resurgence in 21<sup>st</sup>&nbsp;Century Britain due to a number of overlapping factors. He describes ‘personal stigma’ in this context as ‘<em>a person’s own feeling that claiming benefits conveys a devalued identity’</em> (p183). It’s clear that such a description chimes with what the young people have been telling me, that they feel claiming benefits would result in them feeling ashamed – and lesser – should they access their entitlements.</p> Alan Mackie ##submission.copyrightStatement## 2019-04-19 2019-04-19 10 1 6 6 Trans Inclusion in Women Only Spaces http://concept.lib.ed.ac.uk/article/view/3000 <p>Within the past decade, public awareness of transgender identities has grown exponentially, with the <em>Times</em> cover feature by Laverne Cox claiming a 'transgender tipping point'. <a href="#_ftn1" name="_ftnref1">[1]</a>Transgender is an umbrella used to describe any person whose gender identity (that is, their felt sense of self) differs from the one they were assigned at birth. Judith Butler noted in <em>Gender Trouble </em>that the idea of gender is reified at the moment of birth when a midwife declares: it’s a boy/girl (Butler, 1990)! Transgender people, those who live in identities outside this early declaration, come in many forms: they may choose to transition from their acquired sex into their held gender identity with the assistance of surgery and hormones; they may simply socially transition by changing their name and presentation; or they may not identify as either a man or a woman, defying the binaries that patriarchal society is run on.</p> <p>&nbsp;</p> <p><a href="#_ftnref1" name="_ftn1">[1]</a> http://time.com/132769/transgender-orange-is-the-new-black-laverne-cox-interview/</p> Paula Manners ##submission.copyrightStatement## 2019-04-19 2019-04-19 10 1 18 18 The Continuing Relevance of Marxism for Popular Education Today http://concept.lib.ed.ac.uk/article/view/3001 <p>This contribution argues that Marxism is more relevant than ever, and particularly so for popular education and development in the contemporary context. The first section summarises the major challenges to be faced, with the growth of far-right populism on a global scale.&nbsp; How are we to make sense of these developments? And how should we respond, in developing community-based strategies for social justice and social solidarity? These questions set the context for identifying the relevance of key features of Marx’s approach, focussing on his analysis of class, class consciousness and class conflict, as capitalism expands across the globe. Armed with these analytical tools, community and youth workers and popular educators have the equipment to support communities in challenging the growth of far-right populism, contributing to the development of more progressive agendas for social change. There <em>are</em> alternatives to neo-liberal agendas, just as there <em>are</em> alternatives to their effects, including the alienation and the anger that populist politicians foster, for reasons of their own. Marxism provides no easy answers, but it does provide the analytical tools with which to develop such alternatives from the bottom up.</p> Marj Mayo ##submission.copyrightStatement## 2019-04-19 2019-04-19 10 1 9 9 Peter Beresford (2016) All Our Welfare: Towards Participatory Social Policy http://concept.lib.ed.ac.uk/article/view/3004 <p>Book review - Peter Beresford (2016) All Our Welfare: Towards Participatory Social Policy&nbsp;</p> Christina McMellon ##submission.copyrightStatement## 2019-04-19 2019-04-19 10 1 3 3 Public Sociology Colloquium, Queen Margaret University, Edinburgh: 7th November 2018 http://concept.lib.ed.ac.uk/article/view/3006 <p>Review of - Public Sociology Colloquium, Queen Margaret University, Edinburgh: 7th November 2018</p> Shiraz Avraham Zuz Olsinova ##submission.copyrightStatement## 2019-04-19 2019-04-19 10 1 3 3 The 8th International Conference of the Popular Education Network (PEN) Goedgedacht, Riebeek Kasteel, South Africa 26th-29th June 2018 http://concept.lib.ed.ac.uk/article/view/3007 <p>Review: The 8<sup>th</sup> International Conference of the Popular Education Network (PEN) Goedgedacht, Riebeek Kasteel, South Africa 26<sup>th</sup>-29<sup>th</sup> June 2018</p> John Player ##submission.copyrightStatement## 2019-04-19 2019-04-19 10 1 10 10 Community Development Journal Special issue: Practising Solidarity: Challenges for Community Development and Social Movements in the 21st Century Vol. 52 No. 3 July 2017 http://concept.lib.ed.ac.uk/article/view/3008 <p>Review of - Community Development Journal Special issue: <em>Practising Solidarity: Challenges for Community Development and Social Movements in the 21st Century</em> Vol. 52 No. 3 July 2017</p> Eurig Scandrett ##submission.copyrightStatement## 2019-04-19 2019-04-19 10 1 6 6