Key Concepts in Youth Studies

Cieslik, Mark; Simpson, Donald

doi:10.4135/9781526401694

Cited by 32 publications

(17 citation statements)

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“…This conception justifies the decision to remove public funding from programmes such as the EMA and Connexions and to squarely place the responsibility for their NEET status with young people themselves. Research into NEETs' perspective suggests, however, that the expectation of proactive and rational decision-making and behaviour cannot be taken for granted amongst youths attempting to navigate through education, employment and training (Cieslik and Simpson 2013).…”

Section: Discussionmentioning

confidence: 99%

“…Thirdly, the management of NEET and of the Raising of the Participation Age (RPA) sits with local government and therefore ultimately engages the involvement of the Department for Communities and Local Government. Add into this, the fact that NEET young people operate within the same economy as the rest of the population and often have complex health, housing, legal and cultural needs (Cieslik and Simpson 2013) and it becomes clear that NEET is complex not only in socio-economic terms but in political and governmental terms, too. With almost every department of government engaged in making policy that impact on young people who are NEET, it is perhaps unsurprising that achieving a clear and coherent response to the issue is demanding.…”

Section: Departmental Responsibility For Neet Prevention and Neet Manmentioning

confidence: 99%

“…Nudzor (2010) however notes that the key characteristic for this group is one of the absence of educational pathways, employment and training opportunities. In addition, issues that are associated with NEET status transcend individuals' relationship with labour and learning markets and are also related to wider aspects of their life such as their domestic and housing contexts (Cieslik and Simpson 2013).…”

Section: Characterising Neetnessmentioning

confidence: 99%

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Delivering NEET policy packages? A decade of NEET policy in England

Hutchinson¹,

Beck²,

Hooley³

2015

Journal of Education and Work

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This article explores the way in which government policy shapes the lives of young people who are not in education, employment or training (NEET). In particular it examines how the concept of NEETs is set within a specific infrastructure and discourse for managing and supporting young people. The article provides a brief history of the NEET concept and NEET initiatives, before moving on to scrutinise the policies of the Coalition Government. A key distinction is made between those policies and practices that seek to prevent young people becoming NEET from those that seek to re-engage those who are NEET. It is argued that the Coalition has drawn on a similar active labour market toolkit to the previous Labour administration, but that this has been implemented with fewer resources and less co-ordination. It concludes that there is little reason to believe that Coalition policy will be any more successful than that of the previous government, and some reason to be concerned that it will lead to young people becoming more entrenched within NEET.

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Section: Discussionmentioning

confidence: 99%

Section: Departmental Responsibility For Neet Prevention and Neet Manmentioning

confidence: 99%

Section: Characterising Neetnessmentioning

confidence: 99%

See 1 more Smart Citation

Delivering NEET policy packages? A decade of NEET policy in England

Hutchinson¹,

Beck²,

Hooley³

2015

Journal of Education and Work

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“…4 El cuestionario utilizado comprende más de cuarenta preguntas, pero para este trabajo solo se han utilizado las consignas que arrojan luz sobre las nociones citadas más arriba. Tomamos nuestro trabajo como una contribución tanto para los estudios sobre Didáctica Específica en Historia como para los estudios sobre juventudes que marcan una preocupación actual de las Ciencias Sociales en el contexto global (Cieslik;Simpson, 2013). Además, este tipo de investigación tiene como fin confirmar o desmentir determinadas afirmaciones que tienden a generalizarse sobre los jóvenes, lo que consideramos muy importante para repensar las políticas públicas de diseño y gestión curricular de la formación inicial y continua del profesorado.…”

Section: Investigación Didácticaunclassified

Conciencia Hist�rica Y Representaciones De Identidad Pol�tica De J�venes en El Mercosur

2014

ECCSS

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Resumen. El presente artículo tiene por objetivo analizar cómo estudiantes de quince años de edad y de países vecinos -Brasil, Argentina y Uruguay-poseen distintas nociones de carácter político-identitario. En este caso, nos referimos a la idea de conciencia histórica, de cultura política y de nación. Sin embargo, este trabajo está inserto en un contexto más amplio, en el marco del proyecto denominado «Jovens diante da história», inspirado en una experiencia europea llamada «Youth and History», iniciada en 1994. Para relevar información, estudiantes y profesores de dos de los países mencionados contestaron unas 40 preguntas, de las cuales solo se han tomado para este análisis aquellas que se refieren al recorte temático citado. Para trabajar los datos se utilizó una metodología centrada en el análisis estadístico descriptivo, ensayando interpretaciones a partir de la discusión bibliográfica referida al tema. Las respuestas obtenidas discuten asuntos ligados al pasado colonial latinoamericano, a los dilemas contemporáneos, así como a las diferencias entre países y bloques económicos.Palabras clave: cultura política, nación, conciencia histórica, América Latina.Abstract. This article analyzes different aspects, politics and identities, such as notions of historical consciousness, political culture and nation in fifteen year old students of three countries: Brazil, Argentina and Uruguay. This work is embedded in a broader project called 'Youth on history', which sought inspiration in the experience of the European group called 'Youth and History', initiated in 1994. Based on a questionnaire with more than 40 questions aimed at students and teachers from the countries covered in the project, selected a few situations in which students discussed issues related to the goals of this article's theme. The data were processed using the methodology of descriptive statics analysis, essaying the interpretations throughout the pertinent discussions and bibliographies. The student's answers discuss issues from Latin American colonial history to contemporary dilemmas, and also the concepts and differences between nations and economic blocs.

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“…Due to globalisation, increasing mobility, the Internet and technological development, the social reality is also changing. Childhood and youth researchers have pointed out that Internet and social media and the opportunities provided by these tools encourage a more fluid, creative and autonomous youth, which does not bend to traditional class-based (or other) classifications (Cieslik & Simpson 2013). However, children and young people cannot entirely disengage themselves from contested memories, histories, cultures and practices (McKnight & Leonard 2014), even though growing up in a period of more open borders affords them new possibilities of thinking and negotiating collective images and stereotypes.…”

Section: Introductionmentioning

confidence: 99%

Lakes, presidents and shopping on mental maps: children’s perceptions of the Finnish–Russian border and the borderland

Kaisto

Brednikova

2019

Fennia

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The Finnish–Russian borderland has transformed in the last three decades from two isolated national territories into a transition zone, where the ‘other’ culture and society is ever more present. This paper analyses what kinds of perceptions Finnish and Russian children have of the border and the borderland today. It also examines children’s territorial identifications in the borderland. The research is based on 263 mental maps collected from 9–15-year-old children in the cities of Lappeenranta (Finland) and Vyborg (Russia) and the village of Pervomayskoe (Russia) between 2013 and 2017. The analysis of the maps illustrates that the children participating in the study perceive the Finnish–Russian border mainly as a place for border crossings, although they continue to use the border as a tool for constructing socio-spatial distinctions. In this way, the children actively participate in processes of bordering and play an important part in the social life of the borderland. The participants’ perceptions of the borderland are connected to the national and local contexts that they live in but vary widely between individuals. The paper argues that the local border-related phenomena and children’s border-crossing experiences are increasingly relevant for their national and local identification processes. Besides providing novel information regarding Finnish and Russian children’s perceptions and identifications in the Finnish–Russian borderland, the paper adjusts the mental mapping method to a borderland context and enhances our understanding of the complexity of the bordering processes taking place in borderlands.

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Key Concepts in Youth Studies

Cited by 32 publications

References 0 publications

Delivering NEET policy packages? A decade of NEET policy in England

Delivering NEET policy packages? A decade of NEET policy in England

Conciencia Hist�rica Y Representaciones De Identidad Pol�tica De J�venes en El Mercosur

Lakes, presidents and shopping on mental maps: children’s perceptions of the Finnish–Russian border and the borderland

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