Leading for Social Inclusion: the impact of gang culture on schools

Author(s):

Anne Raynor

Conference:

ECER 2010

Network:

5. Children and Youth at Risk and Urban Education

Format:

Paper

Session Information

05 SES 08,

Paper Session

Time:

2010-08-26

17:15-18:45

Room:

M.B. SALI 4, Päärakennus / Main Building

Chair:

Sofia Marques da Silva

Contribution

The UK has seen a recent proliferation of youth gangs in certain inner city settings. When gangs exist in a community, they can have a serious impact on schools, using them as recruitment centres and claiming them as gang territory. It is thought that school is much more important to gang members as a place for gathering with fellow members for recruitment, socializing and engaging in violent activities than for learning.

This paper investigates the following research question: To what extent is in school provision successful in promoting inclusion to enhance the life chances of gang members?

It will begin by presenting a synthesis of current literature on definitions of gangs and reasons behind gang membership; effective strategies adopted by schools to deal with gangs and how school leadership has a direct impact on improving life chances.

Drawing upon experiences of ganga members and two case studies of urban schools the author provides a detailed study of effective leadership strategies to promote inclusion

Method

The author adopted a hermeutic-phenomenological approach with interviews with gang members; a focus group with Lead Behaviour Professionals within an inner city Local Authority and two case studies of urban leadership in areas of significant gang activity.

Expected Outcomes

Schools need to recognise if there is a gang issue; understand what is a gang and how it can effect their students both overtly and subliminally Targeted and specialised services to prevent students becoming involved in gang issues. To include YISP; YOT; other Youth Support Services; Safer School partnership officers who have a working knowledge of street issues There is a need for groups of schools to work collaboratively to share intelligence, data, strategies

References

Sunderland, M. (2004) Children’s Mental Health, Keynote address: Counselling Children and Young People Annual Conference, London, November. Hoskin, G & Walsh, I, (2005) Violence and what to do about it. Croyden: Wave Trust Nayak, A (2006) Displaced masculinities: chavs, youth and class in the post industrial city. Sociology 2006; Vol 40; 813

Author Information

Anne Raynor

University of Nottingham

Education

Heanor

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