Abstract
This chapter explores the ways geographies of development intersect with the production of young people’s “global” subjectivities and citizenship in the UK. Drawing on research on international volunteering, the “gap year,” faith-based volunteering, global learning, and development education, the chapter analyzes the ways young people’s subjectivities are produced both through and against popular development imaginaries. The growth of international volunteering and its connection to ideas of global citizenship, and the neoliberal professionalization of development education, are used to explore how development has become linked to youth subjectivities in the UK, and the policy framings that shape this. Geographies of religion, education, development, citizenship, and affect are brought together to explore the overlapping and interweaving ways young people’s subjectivities and development can be linked and how this opens and closes spaces for the emergence of more radical youthful citizenships. Research on university-based global citizenship education, faith-based volunteering, and the role of affect in international volunteering are used to show how young people negotiate and challenge neoliberal and popular framings of development and citizenship.
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Smith, M.B., Laurie, N., Brown, E., Griffiths, M., Humble, D. (2015). Education, International Volunteering, and Citizenship: Young People’s Subjectivities and Geographies of Development. In: Ansell, N., Klocker, N., Skelton, T. (eds) Geographies of Global Issues: Change and Threat. Geographies of Children and Young People, vol 8. Springer, Singapore. https://doi.org/10.1007/978-981-4585-95-8_21-1
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DOI: https://doi.org/10.1007/978-981-4585-95-8_21-1
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