Informal Education as a Derridean Gift: a Deconstructive Reading of the Principles Guiding Youth Work Practice Within Ne
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Informal Education as a Derridean Gift: a Deconstructive Reading of the Principles Guiding Youth Work Practice Within Neoliberal Policy Regimes Ricky Gee 1 Received: 23 April 2020 / Revised: 3 September 2020 / Accepted: 6 September 2020 # The Author(s) 2020
Abstract This paper reflects upon the underpinning principles of informal education and youth work practice via the philosophical lens of post-structural philosopher Jacques Derrida, by introducing notions of the trace, différance, justice and the gift. Once these philosophical themes are introduced, they are then applied to the underpinning principles of informal education and youth work practice, as introduced by Jeffs and Smith (1999, 2005), paying particular attention to notions of voluntary participation, democracy, fairness, conversation and well-being. The paper asserts that such philosophical consideration of theory, and practice, can provide further insight into important dimensions of youth work, such as how it has been historically difficult to evaluate such practice in a policy domain, as well as pondering the tensions between its principles and pressures to ‘professionalise’ its service. The paper concludes by asserting the importance of informal education and youth work as a form of an improvised ‘gift’, one that is difficult to be subsumed within an overly administrative rational ‘economy’ so as to inform discussion and debate in theoretical, practice and policy domains. The paper argues that the use of a Derridean lens opens up such discussions via new considerations so as to assert the importance of youth work endeavours that challenge economic rationality. Keywords Youth work . Youth policy . Philosophically informed practice . Derrida .
Différance . Trace . Gift
* Ricky Gee [email protected]
1
Department of Social Political Sciences, Nottingham Trent University, Room 3123, Chaucer Building, Nottingham NG1 5JQ, UK
Journal of Applied Youth Studies
Introduction Informal education and youth work are important factors that contribute toward the development of many young people transitioning toward adulthood in late modernity (Jeffs and Smith 2005; Hendersson et al. 2007; Davies 2010; Williamson 2007). Both youth work and informal education have a history that outlines its practical endeavours and its political consequences with a recursive relationship with theory and research. Jeffs and Smith (1999, 2005) are often considered to be important thinkers in the field of youth work and informal education providing core texts that inform the teaching and training of many youth workers. Taking this into account, much of youth work practice is guided by the principles of voluntary participation, democracy, fairness, conversation and well-being. The principles of conversation and voluntary participation account for how youth workers are to engage with the interests of the young people themselves and winning their consent rather than coercing their compliance (Williamson 2007). Taking such an approach moves youth work into the realm o
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