Fear and youth citizenship practices: insights from Montreal

Boudreau, Julie‐Anne; Liguori, Marilena; Séguin-Manegre, Maude

doi:10.1080/13621025.2015.1006177

Cited by 8 publications

(5 citation statements)

References 35 publications

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“…For street youth the continuum of accessing formal citizenship is even less applicable; they are unable to access spaces where citizenship is 'learnt' or display citizenship in formal city spaces. A decoupling of citizenship from state is required, so that a more open conceptualisation of lived citizenship can be achieved (Boudreau et al, 2015).…”

Section: Lived Citizenship: An Alternative To Formal Citizenship Educationmentioning

confidence: 99%

“…Street citizenship does not directly depart from formal structures of political and civic engagement but rather suggests that rights for marginalised groups need to work with state actors to be successful. As Boudreau et al (2015) noted, risk for youth engaged in alternative lifestyles is significantly reduced where they understand and choose to work within legal and state structures, enabling acts of lived citizenship to be created without arrest. Here, being polite to police and knowing how to 'not get caught in the act of graffiti' was important.…”

Section: A Nuanced Approach To Lived Street Citizenshipmentioning

confidence: 99%

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‘Street citizenship’: informal processes of engaging youth as citizens through research and knowledge exchange in three African cities

2020

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Street-living youth are deprived of formal citizenship due to their age and exclusion from school or other state apparatus through which cultural/moral values are shared. Drawing on participatory longitudinal data from research in three African cities, this paper explores a nuanced 'street citizenship' as facilitated through informal processes and spaces, suggesting 'street citizenship' can be active and sometimes activist, with the potential to challenge understandings of poverty and marginalisation in childhood more widely. Street-living youth's lived citizenship practices are developed at various scales within communities, cities and states and through engagement with local communities, civil society, policymakers and governments.

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Section: Lived Citizenship: An Alternative To Formal Citizenship Educationmentioning

confidence: 99%

Section: A Nuanced Approach To Lived Street Citizenshipmentioning

confidence: 99%

‘Street citizenship’: informal processes of engaging youth as citizens through research and knowledge exchange in three African cities

2020

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“…Introducing their special edition on citizenship and affect in the midst of some of the events of 2016, which included Brexit and the attack in Nice with its attendant widespread rejection of immigration and immigrants, Di Gregorio and Merolli (2016) A final dimension of young people's citizenship, and one that is almost inseparable from the two dimensions we discuss earlier, is its affective nature. As Boudreau (2015) and her colleagues note, citizenship implies not only a legal but an 'affective link to the state and the nation ' (p.337). Yet, the affective aspects of citizenship have long been neglected.…”

Section: Citizenship and Relationshipsmentioning

confidence: 99%

Globalisation, cosmopolitanism and diaspora: what are the implications for understanding citizenship?

Wood

Black

2018

International Studies in Sociology of Education

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Contemporary global flows of people, ideas and capital have led to profound changes in transnational interactions, affinities, forms of sociality and understandings of citizenship. Traditional vocabularies of citizenship struggle to cope with this rescaling of dimensions of citizenship in an increasingly globalised world. In addition, educational policies and practices remain primarily focused on normative, national conceptions of citizens, thus overlooking the multiple, diverse and plural conceptualisations of diverse young citizens in classrooms today. Arguing for a fresh approach that applies 'cosmopolitan sociologies' (Beck, 2007) of education, in this paper we propose a framework for understanding citizenship that centres on spatial, relational and affective dimensions of citizenship. We review recent research with young people highlighting the multiple ways in which young people are constituted as citizens through a range of social, affective and spatial affinities. The paper concludes by examining the implications of this framework for educational policies and practices.

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“…When the risk is more remote or longer term (such as getting cancer in the future), they may not abide by preventive measures as they do not wish to give up their comfort (3,4). Immediacy is key here.…”

Section: Narrativementioning

confidence: 99%

Understanding how people react to risk

Boudreau¹

2016

Can Commun Dis Rep

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Fear and youth citizenship practices: insights from Montreal

Cited by 8 publications

References 35 publications

‘Street citizenship’: informal processes of engaging youth as citizens through research and knowledge exchange in three African cities

‘Street citizenship’: informal processes of engaging youth as citizens through research and knowledge exchange in three African cities

Globalisation, cosmopolitanism and diaspora: what are the implications for understanding citizenship?

Understanding how people react to risk

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