What does it mean to consider urban spaces as educational contexts, and what occurs when streets lose their value as resources for young people? This article explores these questions through a transdisciplinary lens, drawing on insights from the humanities, social sciences, pedagogy, and social education. By conducting a pedagogical and sociological analysis of Franc Roddam’s 1979 movie Quadrophenia, the paper examines the nuanced characteristics and contrasts inherent in adolescence. It also traces the emergence of street education and detached youth work methodologies across Europe. In its concluding section, it considers new directions in social work and youth education within informal settings, reflecting on the challenges of today’s complex, fast-paced, and multicultural society.
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