Youth pedagogical practice in youth clubs

- and its significance for young people's everyday life and youth

Abstract

This article is based on the defense of the PhD dissertation ”Youth pedagogical practice in youth clubs – and its significane for young people’s everyday life and youth”, which took place at DPU, Aarhus University, on 12 May 2025. The aim of the PhD project was to explore the characteristics of youth pedagogy, how it unfolds in youth clubs, and the significance of youth pedagogical practice in youth clubs for young people’s everyday life and youth. The dissertation consists of four articles, each reflecting selected aspects of the project’s research question, as well as an accompanying dissertation framework. Drawing theoretically on critical psychology (Dreier, 1979; Holzkamp, 1983), particaularly as developed within a German-Danish context, combined with social practice theory (Lave & Wenger, 1991) and Honneth’s (1995) critical theory of recognition, the dissertation focuses particularly on young people’s experiences and perspectives regarding the significance of participating in the communities and activities offered by youth clubs. The analyses are based on qualitative empirical material gathered in collaboration with three Danish youth clubs and demonstrate how youth pedagogical practice in youth clubs is largely expressed through a recognition-oriented approach, which contributes, among other things, to an increased sense of wellbeing in young people’s everyday lives across different contexts. Furthermore, the analyses point to the emancipatory potentials of youth pedagogy, aimed at supporting young people in dealing with youth-related challenges and expanding their capacity for action in youth life.

Keywords:
Youth pedagogy, leisure pedagogy, youth club, youth, critical psychology, recognition