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\nAbstract  \nThe article articulates an educational motto – expressed in the title – found in a‘prototypical narrative’of social youth work carried out by activists in Copenhagen in the 1990s. This way of modeling pedagogical practice is first outlined as different from the standardizing approach dominant in science. As a prototypical narrative, the story alternates between descriptions and contextualizations of events, theoretical debate, and analytical suggestions. The key idea that is unfolded is the ‘critical trans-pedagogy’of a creation and tinkering of collectives and their participants in struggles for recognition, and for the democratic social engineering of a responsive welfare state. It is suggested that a singular historical situation spurred this development, both in the practical youth work, and in the theoretical traditions with which I could articulate it. This included the post-industrial crisis of labor, the post-cold-war shaking of state forms, New Public Management, and the simultaneous expansion and attack on the welfare state. It also included how the Foucauldian rethinking of power and the performative turn in the social sciences informed the broadly Vygotskian traditions. On these backgrounds, the youth work practices could be approached as generalizing, performative reenactments of social problems. The approach is finally spelled out in and around the story of one participant, before the concluding remarks return to the issue of how a prototypical narrative deals with theory.  \nMorten Nissen is professor at the Danish School of Education (Aarhus University) in Copenhagen ([http://pure.au.dk/portal/en/persons/morten-nissen](http://pure.au.dk/portal/en/persons/morten-nissen)(32db3c54-6233-4faa-b12a-2e031c1fa8dc) . html) . His research areas are: Theories of subjectivity, collectivity, standards and participation. Practices of education, social work, health, prevention, and motivation. Psycho-social issues and approaches and methodologies and epistemologies of practice. He currently heads the research program“SUBSTANce – Subjects and Standards” ([http://substance.ku.dk/english/](http://substance.ku.dk/english/)) . In addition, he is attached to the Ostfold university college in Fredrikstad, Norway.  \n􀀡􀀢􀀢  \nDialogic Pedagogy: An International Online Journal | [http://dpj.pitt.edu](http://dpj.pitt.edu)  \n[DOI: 10.5195/dpj.2015.34 | Vol. 3](DOI: 10.5195/dpj.2015.34 | Vol. 3) (2015)  \nA19  \nMeeting youth in movement and on neutral ground  \nMorten Nissen  \nIntroduction  \nThe article represents an elaboration of a lecture given to the“Active Citizens Symposium” at the Pontifica Universitate do Sao Paulo, in November 2012. The lecture tried to represent and discuss lessons learnt from collaborating with a community of youth workers in Copenhagen in the 1990s.“Meeting youth in movement and on neutral ground”was a motto of that community that neatly captured some key aspects of their form of youth / social work / education, which I came to articulate as a‘critical trans-pedagogy’. Although I recently published a book that unfolds and explains that articulation to an international readership (Nissen, 2012a), the question whether and how standards of educational practice can be transferred across great spatio-temporal and socio-cultural distances is far from straightforward and simple: addressing a Brazilian audience with Danish experience, I was impelled to reconsider it. After all, as readers of a journal of Dialogical Pedagogy will appreciate, I was not exactly out to standardize education or youth work, urging my Sao Paulo colleagues to buy (into)‘critical trans-pedagogy®’as an evidence-based program.  \nThat consideration, however, was not an obstacle or a detour, since the questions of standards and standardization are both very contemporary and at the same time at the heart of why it makes sen","cbCaidTklHeYkpOo","https://ap.wps.com/l/cbCaidTklHeYkpOo","pdf",597610,24,"English","# Introduction\n## Forming Persons: Standards and Concrete Universals","[{\"question\":\"What educational motto does the article focus on?\",\"answer\":\"The article centers on the motto “Meeting youth in movement and on neutral ground,” which captures key aspects of the Copenhagen community’s youth and social work practice.\"},{\"question\":\"How does the article position “critical trans-pedagogy”?\",\"answer\":\"It unfolds “critical trans-pedagogy” as a way of creating and tinkering with collectives and their participants, linked to struggles for recognition and democratic social engineering of a responsive welfare state.\"},{\"question\":\"Why does the article discuss standards and standardization?\",\"answer\":\"Standards frame the argument by treating theory as relevant across important differences, while questioning how educational practice can be transferred without relying on a self-refuting rejection grounded in idiographic complexity.\"}]","Meeting youth in movement and on neutral ground | PDF"]