Fritids- og ungdomsklubber i udsatte boligområder

– pædagogers arbejde med ustyrlige unge, eller unge i ustyrlige problemer

Abstract

This article draws on examples from a research project exploring pedagogues’ work with children and young people in leisure and youth clubs when these institutions are physically located in socially deprived housing areas in Denmark. The analysis is addressing the

pedagogues’ work based on the challenges, conflicts and dilemmas emerging from the everyday pedagogical practice when interacting with the children and young people seen from the point of view and perspectives of the pedagogues (Dreier, 2003; Nygren, 2004). The empirical and theoretical basis of the article indicate that while working to solve social problems, the pedagogues are at the same time confronted with inequality, poverty and social exclusion processes that take place entangled in the pedagogical work. As a key issue, the article is working with the concept of wicked problems. As described by Stam (2011) wicked problems are problems that are impossible to solve in definitive and determined ways, and can constantly be reformulated, discussed and challenged. In this context, the concept is used as an analytical framework for the pedagogical work in everyday life with the children and young people living in the socially deprived housing areas. The concept indicates that the pedagogical work constantly calls for reflection, involves pedagogues’ professional con- siderations and is impossible to solve with actions engaged in unambiguous, final or determined solutions.