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Some observations on the Magic Triangle on singularities, lines, triangles, polygons and pyramids

Some observations on the Magic Triangle on singularities, lines, triangles, polygons and pyramids

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Some observations on the Magic Triangle on singularities, lines, triangles, polygons and pyramids

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  1. Some observations on the Magic Triangleon singularities, lines, triangles, polygons and pyramids Manfred Zentner Danube University, Department Migration and Globalisation (Krems/Austria) Institute for youth culture research – jugendkultur.at (Vienna/Austria) Pool of European Youth Researchers (PEYR)

  2. The magic triangle Youth policy Youth research Youth work The idea of mutual understanding, respect and dialogue

  3. The magic triangle – mutual ignorance Youth policy    Youth work Youth research Research is doing pure research, sitting in the “ivory tower”, recognising policy only as framework of social reality, don’t want to inform “them”, youth workers are practitioners without research understanding, policy makers follow ideologies when shaping living conditions, not evidence

  4. The magic triangle – tensions Youth policy    Youth work Youth research Research can not see experience of youth work as knowledge and will not lose independence to policy. Youth work follows values not the curriculum by the state, distrusts research that is biased. Policy makers feel disrespected since everyone takes the money and does what s/he wants.

  5. The magic triangle – isolation / no contact of one partner Youth policy   Youth research Youth work  e.g. youth research is not involved in policy making, since the actors are not invited to the table – because they are unseen researchers in the ivory tower, or because thy are ignored after bad table manners.

  6. The magic triangle Youth policy Youth research Youth work Well established after fights and struggles by top down or grass root processes…… BUT

  7. The next step: more stakeholders – more than one triangle Youth policy       Youth services / agencies           Youth research Youth research      Youth work

  8. The next step: triangles without any magic – polygons Youth policy        Youth services / agencies           Youth research Youth research       Youth work Non organised youth

  9. The next step: triangles without any magic – polygons education policy Youth policy              Youth services / agencies           Youth research Youth research       Youth work Non organised youth

  10. The next step: where is all the magic gone? education policy Youth policy              Youth services / agencies research           Youth research      Youth work  Non organised youth

  11. The 3rd dimension – who is setting the rules? economy    data/statistics policy stakeholders YOUTH research practice young people

  12. The fourth dimension – time: defining priorities • Changes of perspectives during time for power / domination relationships lead to networking above / beyond / with existing sub- / structures • Migration • Mobility / flexibility • Internationalisation • Globalisation • Societal subgroups (gender / sexuality / culture / age…) • Media (www, user generated content…) • Who is the target of youth policy / youth work / youth research. • WHAT IS YOUTH

  13. The Austrian example • 1946: Youth work in the agenda of the provinces (Bundesländer) when the Landesjugendreferenten were established in the departments of education in the regions (Experts came from education) • 1953: The Austrian Youth Council (Bundesjugendring) • 1960: Austrian Institute for Youth Research • 1977: First regional law on youth in Vorarlberg including youth consultation but no youth research • 1984: Federal Ministry of Family, Youth and Consumer Protection • Since 1988: regular reports on situation of youth • 2000: Federal law on promotion and support of youth and on youth representation. • Youth strategy developed with ministry/-ies, youth council, bOJA, BÖJI, youth research, other policy domains, provinces,

  14. Remaining questions / outlook • How to organise magical moments? And who? • Structuring the mutual exchange and dialogue? • On which level? • Global / European / EU-wide / national / regional / local • E.g.: world youth forum, structured dialogue, CoE co-management, EYF, PEYR, • Peer learning instead of (national) research? • Who will be setting the topics??????

  15. Thank you for your attention