#youthwork #informaleducation #school #youngpeople #youthworker #schoolethos #utilitarianethics #value #weareeducators #youthworkworks #YWCR
In youth work, we plan to strike a delicate balance which often arises between adhering to utilitarian ethics and meeting the demands imposed by school ethos. The ethical foundation of doing what benefits the majority while considering the consequences on the individuals comes face to face with the structured and imposed mandates (ideologies of a good and bad binary) of educational institutions. This juxtaposition prompts a reflection on the challenges and opportunities present when aiming to align utilitarian principles in youth work within a school's defined ethos. This article aims to highlight the importance of recognising youth work as a profession and how informal education needs to be regarded as an equal partner within education and in schools work.
Understanding Utilitarian Ethics and Youth Work
Utilitarian ethics, historically developed by philosopher Bentham, promotes the idea that actions are morally right if they contribute to the greatest happiness of the greatest number of people. In the context of youth work, this translates to making decisions that bring about the most positive impact for the collective group of young people in their context and environment. It involves assessing the outcomes of actions and choosing the pathway that maximises overall wellbeing for members of a group, even if it entails sacrifices for some to benefit many. There is an interesting facet regarding dominant ideas here, that does not fully embrace equality, diversity and inclusion to its fullest potential.
Youth work, characterised by the acts of promoting the well-being and development of young people, inherently aligns with utilitarian ethics. The understanding of powerlessness through societal intent that limits young people's freedoms and choices, resides in youth work ideologically, and can be a tension in the interactions between the school and youth work practitioner.
Youth workers often grapple with choices that impact the broader group of young people they are there to support, seeking to create environments that foster growth, learning, and emotional support for all. The goal is to enhance the lives of the young people and conformity alone (as in a school learning environment) does not feature when we face the need to address various socio-emotional needs and when promoting positive development outcomes through informal learning.
Challenges in Balancing Utilitarian Ethics with School Ethos
The concept of a pre-determined school ethos (that which is deemed to be right and wrong to attain academic achievement) introduces a complex layer to the ethical framework that youth work is based upon and can be an advantage. School ethos encompasses the values, beliefs, and culture that define an educational institution, shaping how teaching, discipline, and interactions occur within its scope. At this point, i am moved to question the following;
Who's values?
Who's beliefs?
Who's culture?
When do young people shape teaching styles in evaluation?
How can young peole be part of the restorative responses and redress the need for discipline?
I am sure you can see the potential problem regarding inclusive and diverse approaches that demand that young people fit within pre-determined ideas that perhaps could be enhanced through young people's involvement. A representative and less tokenistic approach to ethical policy in education could learn a great deal from informal education, youth work and indeed young people.
While schools aim to provide a conducive environment for learning and growth, the established ethos may not always seamlessly align with the utilitarian principles inherent in youth work. The tensions that can emerge in partnerships and the professional status issue that reside is a consideration here in this debate.
The challenges between utilitarian ethics and school ethos can manifest in several ways:
Individual vs. Collective Needs : Utilitarianism prioritises the collective 'good', often requiring decisions that could overlook the specific needs of individual young people. This conflicts with the personalised approach often necessary in youth work to address unique circumstances and challenges faced by diverse individuals and groups.
Value Conflicts : Ethical dilemmas may arise when the values upheld by the school ethos diverge from the principles guiding utilitarian ethics. Instances where punitive discipline clashes with restorative practices aimed at holistic youth well-being illustrate this tension.
Resource Allocation : Utilitarian ethics may advocate for directing resources where they can benefit the most students, whereas school ethos could focus on equal treatment and opportunities for all students, potentially leading to conflicts in resource distribution.
Navigating the Intersection
When faced with the demand to navigate utilitarian ethics in youth work within the framework of school ethos, youth workers must adopt a nuanced approach to address these challenges effectively.
Ethical Decision-Making Frameworks : Utilising ethical decision-making models can aid youth workers in evaluating the consequences of their actions and determining the course that maximises overall well-being. Integrating approaches like the Potter Box or the Four-Way Test can provide a structured way to assess dilemmas in line with utilitarian principles. (Youth Work Resources on using the Potter Box and Four Way Test will be available soon in The Youth Work Common Room Store, or drop me line and we can chat it through. You could always just search for them online though, but i do this for a living... sorry, back to the article!)
Collaborative Partnerships : Building collaborative partnerships between youth workers, educators, and school leaders can foster a shared understanding of ethical objectives and facilitate discussions on balancing utilitarian ethics with school ethos. Open communication and mutual respect are vital in aligning priorities to benefit the young people collectively. This is where i call on youth work professionals to be clear on our approaches, ethical stance and importantly belief in what we do in public spaces that is different to any other profession, and a credible professional approach in work with young people. The partnership with schools should not be watered down to youth workers acting in a supervisory capacity due to the school ethos and the understanding of our professional role in the development of partnership with schools is vital.
Personalised Support Activities : Developing individualised support activities for young people, can help reconcile the tension between utilitarian ethics and school ethos by addressing the specific needs of each student while considering the broader impact on the student body. Activity based youth work interventions in schools as an offer of what we can do, that aim to balance collective goals with individual well-being can promote inclusivity and equity. Young people taking the learning and analysis of school ethos to the school leadership team to enhance approaches and policy can be a powerful tool using informal education to inform change.
Drawing it in
Youth work in schools can be brilliant and enhance to overall experiences of education with the complimentary use of informal education. The interplay between utilitarian ethics and school ethos and the complexity inherent in guiding and nurturing young people within educational settings. By recognising the challenges and opportunities presented by this intersection, youth workers can strive to uphold ethical principles while honoring the unique values of young people within school environments.
With an aim to promote the greater good across education, with the need for individualised responsiveness that embodies the essence of ethical practice in youth work, where every decision becomes a reflection of the commitment to fostering positive outcomes for all that would benefit formal education development.
By exploring the confluence of these ethical paradigms, youth workers can navigate the complexities of their roles with diligence and integrity, ultimately shaping a conducive learning environment for the growth and well-being of the young people they work alongside.
You can comment on this article with your experience of youth work in schools and how the school ethos has been either a challenge or is of benefit. I would be interested in the views from practice. There is a Youth Work in Schools forum in The Youth Work Common Room members area (it is free and requires you to set up a login via registration).
Get in touch if you want to know more, need to discuss training, supervision, organisational development and leadership support. Remember to like, share and connect to The Youth Work Common Room socials to keep updated on new articles, reviews and analysis and from the main website you can 'subscribe' to recieve updates.
Steve Walker (2024) The Youth Work Common Room
#youthwork #informaleducation #school #youngpeople #youthworker #schoolethos #utilitarianethics #value #weareeducators #youthworkworks #YWCR
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