Dangerous Spaces, Dangerous Memories, Dangerous Emotions: Informal Education and Heteronormativity--A Manchester UK Youth Work Vignette

Autor/in	Batsleer, Janet
Titel	Dangerous Spaces, Dangerous Memories, Dangerous Emotions: Informal Education and Heteronormativity--A Manchester UK Youth Work Vignette
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 33 (2012) 3, S.345-360 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2012.681896
Schlagwörter	Foreign Countries; Adolescents; Psychological Patterns; Youth Programs; Social Attitudes; Work Environment; Memory; Social Justice; Homosexuality; Sexual Identity; Sex Role; Politics of Education; Informal Education; Sexual Orientation; Business; Occupations; Social Bias; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Jugendsofortprogramm; Social attidude; Soziale Einstellung; Arbeitsmilieu; Gedächtnis; Soziale Gerechtigkeit; Homosexualität; Geschlechtsidentität; Sexuelle Identität; Geschlechterrolle; Educational policy; Bildungspolitik; Informelle Bildung; Nichtformale Bildung; Sexuelle Orientierung; Business studies; Wirtschaft; Betriebswirtschaft; Beruf; Berufsumfeld; Großbritannien
Abstract	This article makes a connection between youth work spaces, emotions and some elements of memory, exploring the construction of spaces dangerous for social justice in both meanings of the term "dangerous for". It investigates the contribution to social justice of lesbian and gay youth work and other non-heteronormative youth work in a British context and considers the spaces of youth work practice as both potentially threatening to the prospect of social justice and also as potentially "for" social justice, that is, capable of proposing social justice and therefore replete with danger for current social relations. The argument seeks to engage with recent discussions of how collective subjectivities emerge and become politically active, of how lives become liveable and indeed what counts as a life. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10