Children & Society最新文献

This paper draws on empirical evidence from a 3-year research project in Northern Uganda examining the educational experiences of refugees with disabilities. The authors present the compounded and interrelated challenges children with disabilities and their families face as they navigate their educational experiences and seek out opportunities to live well. The authors seek to make a contribution towards improving educational experiences by first highlighting compounding challenges faced by refugee children living with disabilities and their families and related policy gaps that have ramifications for refugee children's access to education in particular, and second by expanding discourse about refugee children with disabilities agency in relation to these liminal gaps and the impact the gaps have for accessing education. The authors use Powell and McGrath's (in Skills for human development: Transforming vocational education and training, Routledge, 2019; Handbook of vocational education and training, Springer, 2019) concept of critical capabilities and relationality, to expand Klocker's (in Global perspectives on rural childhood and youth: Young rural lives, Routledge, 2007) notions of thick and thin agency and to interrogate refugee children living with disabilities' agency in relation to education opportunities and rights.

Child marriage, specifically the marriage of underage girls, is a crucial social problem that cuts across religions and cultures and can be considered as violence against children and women. Currently, the media is one of the strongest public spheres to combat this problem apart from national and international laws and agreements. This study aims to analyse how the child marriage problem is represented in the Turkish print media within the framework of feminist theory. The analysis is based on 246 news reports related to child marriages. The study found that even though the issue has been identified as a problem in the Turkish print media, it has not come to the forefront. Rather, the newspapers have normalized the issue of underage marriage, especially through the use of language.

Research increasingly suggests that positive youth development programmes play an important part in preventing youth violence and promoting positive developmental trajectories. We conducted a focussed ethnography of LOVE, a social development programme aimed at supporting youth who have been exposed to violence. Building on a previous study's exploration of this programme's afterschool setting, we examined the programme's social functioning in school settings. Findings underline the role of playfulness—alongside an egalitarian/friendly approach, gentle authority/structure, strengths-based support and a safe space to express vulnerability—to foster in youth the ability to feel free, confident/empowered, connected/empathic and positive feelings about school and life.

Few studies have discussed ethnic disparities in school bullying victimization within developing countries. Based on an empirical survey of 1763 children in the Tibetan, Hui and Miao regions in China, this study reached two findings: First, there are significant ethnic disparities in bullying victimization within China's multiethnic regions, where a balanced representation of different cultures can contribute to reducing the risk of victimization. Second, the bullying victimization of different ethnicities is associated with microsystem factors, including the ethnic composition of a school, family dysfunction and children's aggressive behaviour, which displays more homogeneity than heterogeneity.

Refugee children and young people have high levels of unmet mental health needs. A trauma-informed service transformation framework was applied with 14 professionals in Turkey. Through participatory focus groups, professionals co-produced service plans and considered enabling and challenging factors for implementation. Data were analysed through a thematic codebook approach. Established themes suggested that implementation should concurrently address societal barriers, agency fragmentation, lack of contextual interventions and sustainability. These led to the development of a Theory of Change. A trauma-informed and scaled service model of collaborative care can holistically meet refugee children and young people's complex needs, while maximising sparse resources.

The book is a useful addition to the steadily increasing body of literature that explores how modernity shapes the lives of children and young people in India. The editors bring together 11, engaging qualitative research studies, united in their argument that young people's enactments of modernity in urban India are fluid, with them partaking in certain modern practices and resisting others. With this golden thread running across the chapters, the book is divided into two sections. The first section focuses on modern discourses that position children as ‘good’, ‘rational’ and ‘autonomous’ citizens who strive to be socially constructive and economically productive members of society, and the state as a benevolent actor, safeguarding children's rights with protective legislation and empowering them to advocate for their infringement. The authors, in this section, shine a light on these discourses by discussing the ideas framing life skill education programmes, early childhood curriculum, print and audio-visual media and the practices of reformatory schools and Bombay textile mills during colonial times. The second section diversifies its focus to show how children are negotiating these discourses. In this section, the authors examine the voices of disabled children in after-school programmes, youth enrolled in personality development courses, young women living in slum habitations, migrant youth working as rag-pickers and children in elite schools, often aspiring for an international education.

Besides showcasing children's varied interpretations of modernity across multiple contexts, the editors of the book also wish to accord attention to knowledge building for and from the Global South. In this vein, they put forward the concept of everyday urban to describe both, young people's fluid interpretations of modernity in urban contexts and the everyday interactions through which this reality is constructed. Doing so, they draw on the work of Indian scholars to identify the urban as the ecological unit within which projects of modernity are expected to unfold in the Global South and for conceptualising the ontology of the social.

The concept, everyday urban, emphasises that urbanity is crucial to the performance of modernity in India and the Global South. It is true that young people's negotiations with modernity are conspicuous in urban areas which are home to many more modern institutions, state and private and people from varied communities, national and international. However, in underscoring urbanity, the concept inadvertently essentialises rural spaces as traditional. This is, suggested by Mary Ann Chacko (in this volume) who argues that with the usage of print and digital media, modern discourses are being negotiated by young people in both rural and urban homes. Furthermore, education and health services in rural areas are predominantly delivered by the modern state, and young people migrating between rural and urban area

Based on the data from PISA 2018, the study investigates the relationship between gender and immigration status on exposure and attitudes towards bullying and students' perception of teachers' intercultural attitudes in Spanish high schools. While boys and first-generation immigrants experience significantly more bullying, girls and students without immigration background showed overall stronger negative attitudes towards bullying. Finally, boys and children with an immigration background perceived higher degrees of teachers' cultural biases. These findings provide new insights into the importance of addressing gender and ethnic biases in anti-bullying programmes.

Resettlement to a new country is a period of adjustment for all youth refugees, especially for highly traumatized groups of refugees, such as the Yazidi population. This study explores adjustment challenges faced by Yazidi youth refugees in Canada using group concept mapping. 12 Yazidi youth participated. Seven concepts represent the statements, including family stress and adjustment, the experience of instability and fear, navigating the differences between countries, starting over, getting used to school, the impact of war and my discomfort. The findings from this study were compared and contrasted with the existing literature.

This paper explores how research advisory groups can be a vehicle for youth activism. It draws on our experiences with young activists, aged 15–26 years, in India and Brazil, who were advisors on a research project focused on youth livelihoods in cities. These young people played a vital role in supporting youth researchers, identifying research themes and developing engagement and advocacy strategies. Through this paper, we explore how the Youth Expert Group advisory model evolved differently in each location and examine how these were shaped by the context, the ‘adult’ research team and the youth activists themselves. A critically reflexive response in intergenerational partnership is essential to support youth activists in research activities.

This paper examines how children from immigrant background experience and negotiate power relations with family and social workers in the context of child protection services (CPS) in Norway. Using the interpretative phenomenological analysis (IPA) methodology, 11 children from Pakistani background were interviewed about their lived experiences with CPS. Analysis of the data highlights that children have to negotiate and navigate generational and gendered power relations both within the families and the CPS to exercise their agency. The analysis contributes to a limited research field focusing on immigrant children's multidimensional lived realities in the context of CPS, where children's voices are largely missing.