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Social educators are involved daily in situations where institutional, profesional and personal elements are intermingled. To understand what is at stake in accompanying young people placed in a shelter, Joëlle Libois explores three profesional situations in order to reach the heart of the activity, enriching them by theoretical contributions (based mainly on Piette, Vygotski, Clot, Mendel). She particularly seeks to maintain coherence between the epistemology of the clinical approach to activity and the methodological building of her approach, and thus grasp the key dimensions of the acting. La part sensible de l’acte focuses on the intention in the action and questions it in the light of the epistemological framing of the analysis of activity, which insists on a dimension that is contextualised and situated in the acting. The activity is understood as an interaction between a manageable part of oneself and of the forces involved that proceed from the resistance opposed by the reality (Clot, 1999), which integrates what the will of the subject cannot grasp. This allows to identify the standardized character of every practice and to insist on the fact that the relational – the notion of presence in reference to the notion of presence-absence (Piette, 2009) and the ability to to let go – is not linked to spontaneous virtues but that it needs being thought over, questioned and practiced in the frame of institutional targets. At last, notions of uncertainty and risk, characteristic to the acting, are opposed to the institutional expectations carried by the normative speeches aiming for social control and evaluation of the action.

intervention en travail social --- jeunesse --- formation / pédagogie --- social work --- activity analysis --- pedagogy/training --- analyse de l’activité --- youth studies

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There is currently much discourse about generations in the public sphere. A sequence of letters conflates generations and age cohorts born in the last few decades (generation “X”, “Y” or “Z”) as well as multiple categories are used to describe today’s young people as a generation that is distinct from its predecessors. Despite the popularity of generational labels in media, politics, or even academia, the use of generation as a conceptual tool in youth studies has been controversial. This Special Issue allows readers to better understand the key issues regarding the use of generation as a theoretical concept and/or as a social category in the field of youth studies, shedding light on the controversies, trends, and cautions that go through it.

Arab Spring --- politics --- Tunisia --- youth --- young people --- political participation --- neoliberalism --- democracy --- Neoliberalism --- Political Participation --- Postmaterialism --- Political Consumerism --- Young people --- civic participation --- youth volunteering --- generations --- individualization --- individualism --- work values --- cohort differences --- generational differences --- age-period-cohort analysis --- youth --- generation --- sociology --- epistemology --- postcolonial studies --- Guinea --- Uganda --- Africa --- globalization --- Mannheim --- Karl --- political engagement --- political participation --- young people --- focus groups --- transitions --- adulthood --- generations --- Portugal --- life course --- generation --- transitions --- youth --- social class --- generations --- media --- digital divide --- youth studies --- generations --- political socialization --- political discontent --- political behavior --- trust in institutions --- democracy satisfaction --- transitions to adulthood --- young body --- generation --- somatic cultures --- Portugal --- sociology --- social history --- transition to adulthood --- adulthood --- generations --- Italy