The special interest of the SIG is in research and scholarship relating to theory, policy and practice issues in Youth Studies and Youth and Community Work. These include: youth transitions and geographies; youth culture and debates about Youth Voice; Youth Justice; Youth Work as a practice ‘beyond school’ in Community and Neighbourhood contexts. The Special Interest Group aims to provide a forum for academics, practitioners and students with interest in research and scholarship in youth studies and Informal Education to engage in dialogue and debate and to contribute to knowledge transfer / exchange through publications, conferences and seminars. It further aims to strengthen discussion and make connections between BERA members, TAG (the Association of Lecturers in Youth and Community Work) and the BSA Youth Studies network as well as the secondary and post-compulsory education and informal education in adolescence and adult life sector.
As the leading cause of death in England and Wales (ONS 2017), dementia touches many families and, even if they don’t have a relative with the condition, most people at least know of someone who does have it. Within the media and in public... [...]
The Irish education system includes a quasi-gap year, known as transition year (TY), midway through secondary school. Students may choose to complete six years of secondary education (including TY as the fourth year, aged about 15) or five years... [...]
Providing opportunities for young people leaving compulsory schooling to pursue world-class further and higher education is a global concern. Post-compulsory education is constructed as a panacea for social mobility, but has fallen... [...]
France and the UK have typically taken divergent approaches to the schooling of the children of immigrants, and to migrant incorporation in general. My master’s dissertation found that these two approaches had converged in response to the... [...]
The growing use of data in education has both been lauded as a revolution and criticized as detrimental to teachers and children; no wonder then that it is increasingly a focus for educational research. Policy developments such as the use of... [...]
In July 2015, the UK Counter Terrorism and Security Act (CTS) made it a statutory duty for teaching staff to identify and prevent extremism. This policy was the expansion of the UK ‘Prevent Strategy’ first emergent in 2008 as a response to... [...]
Youth Studies and Informal Education
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