Educating 'Gangsters': Social space, informal learning and becoming 'Gang' involved

Abstract

This research focuses on the previously neglected topic of how people are educated into groups commonly described as 'gangs'; in particular, this thesis outlines the role that social space plays in such educative processes. This focus enables both a new contribution to knowledge in the field of 'gang' studies and understandings of the way social space is used, understood and perceived by those involved in 'gangs'.Much research exists in the field of 'gang' studies spanning various disciplines and sub-fields. The existing literature on 'gangs' predominantly engages with typographies, definitions and prevention; the majority of which stems from a criminological perspective. There has been no direct attempt to explore the ways in which people are educated into 'gangs' thus far. Rather than begin from any predetermined assumptions, this research centred on people who have been involved with or affected by 'gangs' in order to begin from the lived experiences of those involved or affected.In-depth interviews were carried out with twenty-two participants who are, or were: involved in 'gangs'; family members of 'gangs'; and professionals who work with 'gangs' (most of whom were previously involved in such groups themselves). Other ethnographic methods were utilised alongside interviews: primarily overt, with some covert participant observations. Ethnographic aspects of the research were undertaken during a twelve-month period in social spaces that were highlighted by participants as being synonymous with, and frequented, by 'gangs'. This thesis highlights the conditions, structures, agentive responses and social spaces that form the educative processes for becoming involved in 'gangs'. My contribution to knowledge herein demonstrates how: education within 'gangs' takes place through stories, social haunting and reflection within third places and the wider community; occurs under structural conditions but is mediated by agentive choice; social space fosters a community spirit and offers the opportunity to become someone. Word count: 299iii

Black and mixed-heritage boys: desistance through a co-creative Critical Race and postcolonial lens

“…Importantly, when considering Black and mixed-heritage boys' experience of living in marginalised places and contested spaces of multiple deprivation, an acknowledgement of the structural racism and everyday Othering provides an opportunity to consider how there are possibilities for some to consider desistance from offending behaviour, and these examples merit closer scrutiny (McHugh, 2018;Wainwright, 2021;Wainwright et al, 2024).…”

“…Spaces must be entered and negotiated with an element of trepidation due to an awareness that they always have the possibility of escalating into violence, with the possibility of the use of knives or guns (Pitts, 2020). Black and mixedheritage boys have described how in some places the spaces they frequent with their peers are only negotiated in groups, or gangs (Palmer and Pitts, 2006;McHugh, 2018). In some metropolitan cities, carrying knives is a necessity for self-defence in these contested spaces, with the potential for violent encounters with other Black, mixed-heritage and/ or White groups of boys Hall et al, 2023).…”

“…There are very few or no alternative housing opportunities to move Black boys away from peers that are involved in offending, nor the opportunity to find decent training or employment opportunities that can be successfully accessed and maintained (Calverley, 2013). In other words, for many Black and mixed-heritage boys, the contested spaces, the violent places, provide an environment where there is little alternative but for them to continue offending behaviours with their peers, and there is no incentive to change and take responsibility for their actions and no coherent strategy from those agencies that should support them in this process (Glynn, 2016;McHugh, 2018;Pitts, 2020;HMIP, 2021a). For many Black and mixed-heritage boys, there is little hope and no opportunity to change, or pathways to achieve it.…”

“…Likewise, an awareness of the postcolonial Other will inform an understanding of Black and mixed-heritage boys' experience within society (Fanon, 1967;Glynn, 2014). A focus on the family, the Black community, contested spaces, the education and the criminal justice system(s) can provide much to inform how practice and policy can develop effective strategies of desistance (McHugh, 2018;Wainwright, 2021).…”