Spatial, Relational and Affective Understandings of Citizenship and Belonging for Young People Today: Towards a New Conceptual Framework

Wood, Bronwyn; Black, Rosalyn

doi:10.1007/978-3-319-75217-4_8

Cited by 18 publications

(13 citation statements)

References 63 publications

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“…Following Wood and Black (2016), re-theorising citizenship in terms of acts rather than legal status urges consideration of the conditions in which citizenship is made. Citizenship is bound up with cultural identity, resilience and social mobility.…”

Section: Resultsmentioning

confidence: 99%

“…The findings have implications for educators seeking to connect to and develop young Indigenous people's experiences of citizenship and civic participation. They suggest a need to critically interrogate the concept of democratic citizenship through scholarly lenses, such as the relationship between citizenship and belonging (Harris, 2016; Wood & Black, 2016; Yuval-Davis, 2006). Citizenship has an affective dimension, in which feelings of belonging and not belonging play a powerful role in experiences of democratic citizenship.…”

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confidence: 99%

“…Citizenship has an affective dimension, in which feelings of belonging and not belonging play a powerful role in experiences of democratic citizenship. Feelings of belonging and citizenship can be closely and powerfully linked (Wood & Black, 2016). A second lens, the role of affect, is also significant in shaping young people's citizenship (Arnot & Swartz, 2012; Bondi & Davidson, 2011).…”

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confidence: 99%

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Engaged but Ambivalent: A Study of Young Indigenous Australians and Democratic Citizenship

Walsh

Zyngier

Fernandes

et al. 2019

AJIE

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In 2016, data was collected from eighty-one Indigenous young people in Australia through surveys and focus groups, which provide insight into the experiences of citizenship and democracy by young Indigenous Australians. This paper examines the attitudes of these young Indigenous Australians in relation to conventional political, economic and cultural domains of citizenship. Discussion highlights young Indigenous Australians’ perceptions of their spheres of influence, as well as their perceptions of the barriers and enablers to influence their worlds. The findings are used to critically interrogate the concept of democratic citizenship through recent scholarly lenses including the following: affective and spatial dimensions of citizenship; resilience and identity; and daily acts of citizenship. Connection to the local community is important to many of the young Indigenous participants in this study. This sends a powerful message to educational practitioners and policy makers: The local is a key site in positively shaping the democratic citizenship of young people, with an opportunity for schools and educational activities in local settings to play a central role.

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Section: Resultsmentioning

confidence: 99%

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confidence: 99%

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confidence: 99%

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Engaged but Ambivalent: A Study of Young Indigenous Australians and Democratic Citizenship

Walsh

Zyngier

Fernandes

et al. 2019

AJIE

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“…For migrant children, ‘fracture and a dogged will to get better co‐exist, and [the] children endure vicissitudes and get through them if allowed to do so’ (Kohli, 2011, p. 318). Due to migrant children inhabiting these multiple worlds and enduring vicissitudes, as Wood and Black (2018) discuss, building from other studies (e.g. Arnot & Swartz, 2012), transnational young people often experience a fluctuating sense of belonging or not belonging in the new country they inhabit.…”

Section: Literature Review: Conceptualising Belonging and Understandi...mentioning

confidence: 93%

“…National belonging is spatially configured based on a nation's borders (Wood & Black, 2018) and, as Spencer and Wollman (2002) discuss, has always assumed that there is an 'insider' and an 'outsider', with the social majority recognising the outsider figure as 'the other, against which the nation is defined and constructed' (p. 96). As Halse et al (2018) and Shaheed (2007) present, within a nation space, the concept of belonging is predominantly exclusionary.…”

Section: Belonging For Uascs In Englandmentioning

confidence: 99%

Practitioners’ perspectives and needs: Developing skills to support unaccompanied asylum‐seeking children (UASCs) in experiencing ‘belonging’ in English educational spaces

Ward

2021

British Educational Res J

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This article builds on Yuval-Davis's (2006 theories of belonging, in order to relay how practitioners can support unaccompanied asylum-seeking children (UASCs) in developing a positive sense of belonging in educational spaces in England. To do so, the article synthesises literature surrounding theories of belonging, UASCs' educational access in England and practices supporting UASCs' educational attainment and sense of belonging. Further, the article considers interviews with a social worker, English for speakers of other languages (ESOL) teacher, charity sector staff member, legal expert and government workers in East England, all of whom work with UASCs. Interview analysis seeks to understand how practitioners believe UASCs find a sense of belonging in the educational spaces that they inhabit. After presenting the interview findings, the article builds on scholarly literature related to supporting UASCs' education by discussing how practitioners, including all staff who interact with UASCs in school, college or residential accommodation spaces, can work to facilitate UASCs' sense of belonging in educational spaces in England. The article recognises that practitioners can do so through learning to speak with low-level ESOL students, developing trauma awareness and reflexively approaching their relationships with UASCs. Thus, the article provides policy recommendations to support practitioners in doing so.

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Epistemic Commitments and Scholar Activist Orientations

Baker

2024

Studies in Childhood and Youth

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Spatial, Relational and Affective Understandings of Citizenship and Belonging for Young People Today: Towards a New Conceptual Framework

Cited by 18 publications

References 63 publications

Engaged but Ambivalent: A Study of Young Indigenous Australians and Democratic Citizenship

Engaged but Ambivalent: A Study of Young Indigenous Australians and Democratic Citizenship

Practitioners’ perspectives and needs: Developing skills to support unaccompanied asylum‐seeking children (UASCs) in experiencing ‘belonging’ in English educational spaces

Epistemic Commitments and Scholar Activist Orientations

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