This article explores the establishment of a sense of community within a girls-only sports-based intervention targeting social inclusion in a socially disadvantaged area of Sweden. Employing an ethnographic approach involving participant observations and interviews, the study shows how moral socialization, through practices of discipline, teaching and care, fosters a sense of community. Through detailed observations, the study illustrates that community formation is an active, relational construct rather than a pre-existing entity, shaped significantly by both leaders and participants. Our findings reveal that the girls, through reflective engagement with norms and moral values, co-create a community that promotes social inclusion.
This article explores whether the statutory key person policy can mediate children’s experience of fragmentation due to a variety of transitions in the English Early Childhood Education and Care (ECEC) sector. I explore the policy enactment in the context of another statutory requirement, the staff:child ratio, and against the backdrop of a fragmented and neoliberal ECEC system. Data are from interviews with staff in three ECEC settings and publicly available Ofsted reports. I conclude that the contemporary understanding and practice of the key person policy is less likely to address all challenges of fragmentation experienced by children. The interplay of various patterns of attendance, complex staff rotas, and the requirement to stay in ratio impacts on the ability to offer continuity of care. I suggest ways to reduce the fragmentation experienced within the existing policy framework.
The purpose of this study was to explore the effects of adolescent' participation in club activities on their citizenship in sub-Saharan Africa countries, specifically focusing on participation in Good Neighbors International's club activity in Malawi. For this, the Good Neighbors' Hope School Project Survey data were analysed through ordinary least squares and propensity score matching regression. The results showed that participation in club activities had a positive effect on improving adolescents' citizenship. This study also showed that school-related factors and relationship with others affect adolescents' citizenship. Based on this finding, the study concluded that participation in club activities can be understood as a process that connects adolescents with their lives and community problems or internalizes the global agenda, and it implies adolescents can grow up as global citizens through club activities in Malawi.