Lastly, but certainly not least, in Figure 9.1 I include hybrid spaces - spaces described by Solomon, Boud & Rooney (2006) as those that are “at one and the same time work and socialising spaces where the participants are both working and not working” (p. 5). These are spaces where informal or incidental learning occurs as practitioners engage in conversation or community with other youth workers or associates in the spaces ‘in-between’ (Solomon, et al., p. 7) - in the workplace, at meetings, inter- agencies, workshops, training and conferences. Hybrid spaces are those spaces aside from planned and structured work - where youth workers unintentionally or purposefully find opportunities to engage informally with other youth workers; where the informal sharing of information and ideas informs, surprises, resonates, stimulates and sometimes generates new ideas, new learning and influences new ways of doing. Solomon et al. (2006) discovered “a richness of learning” (p. 83) occurred within these transitional or non-formal spaces which Smith (1988) describes refers to as “natural societal situations” (p. 126) where conversations in passing occur. Unplanned dialogue may informally explore and shed light upon approaches to practice, or suggest solutions through the experiences of practices shared by others in response to stories or questions that may arise within these incidental conversations.
Summary
This chapter explored the concept of space and the different relational environments that contribute to the learning and development of youth work practice. Youth workers learned their craft in a number of ways with on-the-job experience, in
relation with young people, reported as the primary means for understanding their role and developing their practice (Walker, 2003). Youth workers emphasised that learning results from the relationships that they have with young people. Many stated that it is the young people who teach them (Yohalem, 2003), particularly in regard to effective ways in which to engage – founded upon honesty, trust and demonstrating authenticity. Youth workers developed their practice as they engaged in situated, direct practice experiences with young people whilst being supported and guided in their learning by more experienced practitioners and supervisors.
Practitioners learned within different spaces, directly or indirectly, through observation, shared practice, and informal conversation. Opportunities for learning were provided in individual and team settings where debriefing, consultation and feedback supported reflection on action and encouraged the development of strategies for future practice. Youth workers engaged in various forms of industry related training and professional development courses (Yohalem & Pittman, 2006) that they viewed as relevant to their practice. Youth workers identified the value and benefits of formal and non-formal learning as providing more understanding and meaning upon reflection of past practice, and when applied to future practice. Engagement in learning spaces in the external macro-environment and the intermediate environment of the community of practice supported the ongoing learning and development of youth workers as they practiced, in relationship with young people, in the intimate space of the micro-environment. The next chapter draws together the elements of the journey of ‘becoming’.
CHAPTER 10: CRAFTING A PERSONAL PRACTICE
Introduction
The previous two chapters presented interpretations of aspects of the lived experience for youth workers as they entered the youth work field, and learned and developed their practice. Navigating Place described the experience of youth workers as they first came to youth work and oriented to the reality of the work – finding their feet as they came to an understanding of the work, and began to establish a sense of place, a sense of being in place, and becoming a youth worker. Negotiating space described the various environments for learning and development for youth workers with their engagement in relationship with young people central to their learning, and the motivation for the development of their practice. Professional learning and development for youth workers was supported, guided by colleagues and facilitated by mentors, in much the same way that they, as practitioners, supported, guided and facilitated young people’s learning through the practice of education. Youth workers further consolidated their practice development through their participation in a variety of formal and non-formal learning activities and programs. This chapter considers the journeys of the participants from their first notions of coming to the field; their pathways of discovery, their encounters through engagement and the challenges they faced; to their view toward future horizons as youth workers share their plans for future practice.
Intention
The literature reflects that individuals are motivated to enter the youth work field for a range of reasons (Walker, 2003, Yohalem, 2003; Hartje, Evans, Killian & Brown, 2008) often based upon a desire and passion to contribute, and be of service, to young people and their development (Baizerman, 1995; Yohalem, 2003; Yohalem & Pittman, 2006, Hartje et al, 2008). Homan’s (1986) examination of the concept of vocation as the “quest for authentic existence” describes vocation as “the organising, existential principle of the concept of work” where ‘work’ is “the production of an enduring object requiring self-investment, skill, craft, and
personal judgment that yields purpose and meaning” (p. 14). Whilst making no claim that all are ‘called’ to the profession of youth work, and acknowledging that not all those who work within the human services field will necessarily experience the work as meaningful (Beadle & Knight, 2012), for these youth workers, by whichever path they arrived, there existed an explicit or latent ‘calling orientation’ (Hall & Chandler, 2005) - a pre-disposition for the work that was recognised by self, or other, that drew them to the field. They arrived with an articulated purpose and desire to contribute to the lives with young people; experienced job satisfaction and fulfilment (Heslin, 2005; Dik & Duffy, 2009); and demonstrated an ongoing commitment to the work (Serow, 1994). Each of the participant’s journeys were unique – each a lived experience of personal and professional challenge and growth.
Becoming
Practice is shaped by meaning, knowledge, power and social institutions, as well as “timespace” (Schatzki, 2010 in Loftus, Higgs & Trede, 2011, p.4).