MCHUGH, Richard (2017). Educating 'Gangsters': Social space, informal learning and becoming 'Gang' involved. Doctoral, Sheffield Hallam University. [Thesis]
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McHugh_2017_PhD_EducatingGangstersSocial.pdf - Accepted Version
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McHugh_2017_PhD_EducatingGangstersSocial.pdf - Accepted Version
Available under License Creative Commons Attribution Non-commercial No Derivatives.
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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.
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