The resource is a
Teachers TV programme which investigates the impact of ‘gang culture' on young peoples' lives through interviews with pupils and teachers from two London schools (one primary and one secondary), youth workers, academics and politicians. It also observes (briefly) young people from the secondary school developing a multi-media project about gang culture.
The aims of the resource:
Within the synopsis, the stated aim of the programme is to consider how schools, which act as community hubs, "...can combat young people's fears and deter them away from gang culture?" and whether "the streets really are so dangerous?" The rather discursive and diffuse statement of intent is somewhat reflected in the structure and content of the programme. Consequently, although a number of interesting issues are raised and solutions to problems hinted at, neither issues nor potential solutions are addressed in any particular depth.
Having said that, there is much of interest within the programme which could provide a starting point for further discussion and exploration. This includes how to ‘give voice' to those who have most direct experience of gang culture; the young people themselves, many of whom directly experience or observe violence as part of their daily lives. A key strategy in achieving this is to provide a context within the curriculum in which young people can articulate and explore their ideas and experiences of gang culture. In the secondary school featured, this was being done through a multi-media project based approach. Unfortunately, only a brief amount of time is devoted to this in the programme and the viewer is left with little idea of how such a project might be planned for, implemented and, most importantly, the impact that it could have. All one sees are some brief and rather superficial interviews of students by other students. The potential benefit of such an approach is only hinted at, when the school's head teacher perceptively remarks that "when you hand a child a camera they create an image which reflects themselves".
Key findings or focus:
Few key findings are explicitly articulated. However, a number of key issues emerge.
Firstly, the negative, primarily media-informed, connotations attached to the term ‘gang' or ‘gang culture' need to be treated with caution, as such connotations are not necessarily shared by young people. For example, some of the young people interviewed argue that ‘gang' is a term they use to describe a wide range of social groups which provide opportunities for social interaction and the development of group identities. Gang members might identify membership through, for example, the clothes they wear (low slung jeans and hoods), but these groups are not necessarily, or inevitably, contexts for deviant behaviour.
The dangers in assuming an axiomatic link between gang culture and deviant behaviour is a trap into which the programme itself falls, through suggesting in its title an umbilical link between crime and gang culture. If young people are to be engaged in a debate about negative gang culture, the taxonomy of that debate clearly needs to be more sophisticated and sensitive than it presently is. This had clearly not been understood by a visiting speaker from the black community who, in a presentation to a teenage audience in the programme, seems to suggest that those black students who wear their clothes and hair in a distinctive way have only themselves to blame if they are subject to ‘stop and search'.
Much greater awareness of the corrosive impact of disproportionately targeting ‘stop and search' tactics against particular community groups is evident in the testimony of a black teenage girl, who argues that such an approach is likely to create alienated groups and a negative gang culture where none existed before. (This had particular resonance in the week in which the Ministry of Justice reported that, in the year to April 2009, the number of black people ‘stopped and searched' had risen by 322% rise against a rise of 277% and 185% for, respectively, Asian and white people.) The young people interviewed generally show great insights into the impact of the social and political context on the development of gang culture. Deprivation is frequently cited in the programme as the reason for alienation from mainstream society, which makes gang membership attractive with its parallel hierarchical structures and opportunity for ‘status' and ‘reputation'. One young person remarks that one of the most oft-heard statements made by members of gangs was ‘do you know who I am?'
Most of the adults interviewed demonstrate concern and commitment for the young people whom they are trying to guide and support, and clearly bring high level professional skills to their role. However, it is clear that, despite Government initiatives that are meant to promote a joined-up approach to child protection, and the underpinning principles of the ECM agenda, there is clearly a lack of unified, partnership approach to supporting children's transition to the adult world and the social, cultural and economic pressures which that brings.
The quality, authority and credibility of the resource from your subject perspective in relation to ITE:
In that the resource draws on testimony from those that have first-hand knowledge and experience of gang culture, then the resource has a raw authenticity, authority and credibility. The diversity of voices heard, and for the most part the impressive way in which they articulate their understanding of the factors which lead to the creation of gang culture, make this a valuable resource for debate and discussion. However, its lack of focus and failure to dig deeply into the many issues it raises means that its usefulness is probably limited to this.
The implications for ITE tutors/mentors:
The resource could have best impact when used as:
- an initial stimulus for discussion about the issue of gang culture;
- raising awareness of the importance of the pupil voice;
- Considering how schools and external agencies might best work together to support young people.
The relevance to ITE students:
The resource has particular importance for ITE students in raising their awareness of the issue of gang culture and its impact on the lives of young people. It would be particularly relevant as part of a range of resources which help develop ITE students' understanding of the range of experiences young people bring into school, and the effect of these on their learning and development.
Reviewed by:
Gary Spruce