Young People and Everyday Multiculturalism

Harris, Anita

doi:10.4324/9780203082980

Cited by 181 publications

(148 citation statements)

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“…The methodology included a modified Grounded Theory approach to data collection, coding and sorting, to excavate key themes emerging from the data for further, exhaustive analysis (Glaser, 2003). The challenge for any researcher employing grounded theory as a research methodology is formidable, due to the "labour intensive nature of the procedures of the management and processing of data and the development of theory" necessitating great dedication and due to its complexity, it may well diminish the active participation of children and young people as researchers (Harris, 2013). (Glaser and Strauss, 1967).…”

Section: Methodsologymentioning

confidence: 99%

“…This was a key outcome for Harris (2013), in a study which extended my quantitative work, in focus groups and interviews with 106 young people from culturally diverse backgrounds aged 14 to 25, in five Australian cities. She argues that notions of unified places marked by desire for consensus misplaces the variegated nature of young people's connections to local communities and further afield, to the global society:…”

Section: International Journal Of Social Science Researchmentioning

confidence: 99%

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Young People and Urban Public Space in Australia-Creating Pathways to Community, Belonging and Inclusion

Dee

2015

IJSSR

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Cities and urban spaces around the world are changing rapidly from their origins in the industrialising world to a post-industrial, hard wired surveillance landscape. This kind of monitoring and surveillance connects with attempts by civic authorities to rebrand urban public spaces into governable and predictable arenas of consumption. In this context of control, a number of groups are excluded from public space, such as some children and young people. This article discusses the surveillance, governance and control of public space environments used by children and young people in particular, and the capacity for their ongoing displacement and marginality, as well as possible greater inclusion.

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Section: Methodsologymentioning

confidence: 99%

Section: International Journal Of Social Science Researchmentioning

confidence: 99%

Young People and Urban Public Space in Australia-Creating Pathways to Community, Belonging and Inclusion

Dee

2015

IJSSR

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“…Social cohesion is generally thought of as processes and practices that contribute to a common sense of values, purpose and belonging in nations and organisations. It is nevertheless a contested concept, as a drive towards cohesion can re-inscribe dominance, promote assimilation and obliterate contestation and difference (Harris, 2013). Established notions of cohesion assume consensus, whereas contestation and engagement that may lead to shared understanding in common contact zones (Ahmed, 2004), are part of creating opportunities for criticality (Young, 1990).…”

Section: Curriculum Discourse and Social Cohesionmentioning

confidence: 99%

A critical review of practices of inclusion and exclusion in the psychology curriculum in higher education

Carolissen¹,

Shefer²,

Smit³

2015

PINS

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Much of South IntroductionThe Education White Paper 3: A Programme for the Transformation of Higher Education (Department of Education, 1997: 8) included the recognition that there was "an inequitable distribution of access and opportunity for students and staff along lines of race, gender, class and geography". Even though many positive structural changes, such as working towards improving the race and gender demography, institutional transformation forums and the National Student Financial Aid Scheme (NSFAS), A critical review of practices of inclusion and exclusion in the psychology curriculum in higher educationRonelle Carolissen* PINS, 2015PINS, , 49, 7 -24, http://dx.doi.org/10.17159/2309PINS, -8708/2015 P I N S [ P s y c h o l o g y i n S o c i e t y ] 4 9 • 2 0 1 5 | 8 have been implemented, apartheid legacies remain entrenched in contemporary higher education. The Ministerial Committee on Transformation and Social Cohesion in Higher Education (Department of Education, 2008) and the Report on the Stakeholder Summit on Higher Education Transformation (Department of Higher Education and Training, 2010) have documented continuing challenges, originally identified in the White Paper 3 of 1997, that remain in relation to race, gender and class. Political protest by students during 2015 initially called for decolonising the academy through various student movements that collectively united under the banner of a national #Feesmustfall movement. The focus on inequalities in curriculum shifted to social inequalities of class, foregrounding the impact of poverty intersecting with other inequalities. These student movements have poignantly and overtly drawn attention to continued practices of exclusion in higher education.Calls for demographic transformation in terms of race and gender have been echoed in psychology. There have been shifts in undergraduate enrolments, at senior levels and in the profession, yet the discipline at all levels remains skewed towards an over-representation of certain groups. Whereas white individuals comprise a small minority of the South African population, they still constitute more than half of South African psychologists, psychology interns and postgraduate students, while black individuals, who represent the majority of the population, still constitute a relatively small minority of South African psychologists, and less than half of psychology interns and postgraduate students (HPCSA, 2013; Stats SA, 2013). Furthermore, Psychology is increasingly feminised from undergraduate levels to professional practice. In 2013, the Health Professions Council of South Africa (HPCSA) figures showed that 79.7% of interns and 77.4% of postgraduate students were women.Much debate about social inclusion has raged over the last 30 years as to how psychology may be transformed to be an inclusive discipline. In addition to demographic transformation in the discipline, the psychology curriculum has been identified as a key area of challenge in addressing continued disparities in the traini...

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“…And yet, notwithstanding this politicisation of group rights and recognition in a formal sense and in the institutional settings of schools and other places -where citizenship is used to cultivate national identities and ideals of social, cultural and political participation, at the everyday, quotidian level -it is recognised that citizens in Western and other polities increasingly hold multiple identities and that many have personal connections with other nations and places around the globe owing to their own cultural heritages as well as experiences of permanent and temporary migration. In the Australian context, a critical global citizenship is evident in young Australians of migrant background, who tend to have a strong sense of globalised identities as well as positive views towards their role and belonging in culturally diverse societies (Johns 2014;Harris 2013;Osler 2010). This has been researched through many qualitative studies investigating youth competency in balancing hybrid nature, attitudes towards national and global responsibility as well as embrace of Australian multiculturalism.…”

Section: Young People and Everyday Citizenshipmentioning

confidence: 99%

Critical global citizenship: contextualising citizenship and globalisation

Mansouri

Johns

Marotta

2017

Journal of Citizenship and Globalisation Studies

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Abstract:In the concept of the aesthetic formation of knowledge and its as soon as possible and success-oriented application, insights and profits without the reference to the arguments developed around 1900. The main investigation also includes the period between the entry into force and the presentation in its current version. Their function as part of the literary portrayal and narrative technique. Keywords: Function, transmission, investigation, principal, period Dedicated to Paul Placeholder Studies and InvestigationsThe main investigation also includes the period between the entry into force and the presentation in its current version. Their function as part of the literary portrayal and narrative technique. Abstract: This introductory paper to our first issue provides reflection on the concept of critical global citizenship at both theoretical and practical levels. We maintain that 'citizenship', irrespective of its level of articulation (i.e. national, international, global, etc.) remains an issue that reflects a status, a feeling and practices that are intrinsically interlinked. As a legal status, formal citizenship allows individuals to form a sense of belonging within a political community and, therefore, empowers them to act and perform their citizenship within the spatial domains of the nation-state. Critical global citizenship asks these same individuals not so much to neglect these notions of belonging and practice to a particular locale, but to extend such affinities beyond the territorial boundaries of their formal national membership and to think critically and ethically about their local, national and global relationship with those who are different from themselves. Making a case for a critical global citizenship, however, also requires acknowledging material inequalities that affect the most vulnerable (i.e. migrants, asylum seekers, those experiencing poverty, etc.) and which mean that efforts to cultivate global citizenship orientations to address social injustice are not enacted on an even playing field. As such, a critical global citizenship approach espouses a performative citizenship that is at once democratic and ethical, as well as being aimed at achieving social peace and sustainable justice, but which is also affected by material conditions of inequality that require political solutions and commitment from individuals, states, non-governmental organisations (NGOs) and civil society organisations.1

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Young People and Everyday Multiculturalism

Cited by 181 publications

References 0 publications

Young People and Urban Public Space in Australia-Creating Pathways to Community, Belonging and Inclusion

Young People and Urban Public Space in Australia-Creating Pathways to Community, Belonging and Inclusion

A critical review of practices of inclusion and exclusion in the psychology curriculum in higher education

Critical global citizenship: contextualising citizenship and globalisation

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