scholarly journals Social Change and Generational Disparity: Education, Violence, and Precariousness in the Life Story of a Young Moroccan Activist

2021 ◽  
pp. 115-137
Author(s):  
Christoph H. Schwarz
Keyword(s):  
Social Change ◽  
Transition To Adulthood ◽  
Life Stories ◽  
Life Story ◽  
Social Contexts ◽  
Educational Institutions ◽  
Social Time ◽  
Biographical Research ◽  
The Family ◽  
Shed Light

AbstractThis chapter illustrates how social change can be assessed in biographical research by methodologically focusing on processes of intergenerational transmission in interviewees’ life stories, not only within the family but also in educational institutions and other contexts. The author illustrates this by reconstructing the political socialization and politicization of a young activist in Morocco’s Unemployed Graduates Movement and Amazigh Movement. Life stories not only allow long periods of social time and the historicity of social processes to be taken into account but also shed light on the conflicts that young people have to tackle before they can claim to be adults as defined in their particular social contexts. From this perspective, social change and the reconfiguration of power relations depend to a great extent on how societies organize and broker the transition to adulthood, and what particular type of young individuals are granted by their position at the intersections of class, gender, and ethnicity. By assessing the interviewees’ reinterpretation of the experiences, narratives, and traditions passed down to them by the older generation and reconstructing how they position themselves in a generation or generational unit, social change and the formation of new social and political subjectivities become empirically accessible as narrated patterns of social interaction.

scholarly journals Life Stories of Parents with Autistic Children

2018 ◽  
Vol 6 (3) ◽  
pp. 26
Author(s):  
Oya Onat Kocabıyık ◽  
Yeşim Fazlıoğlu
Keyword(s):  
Life Stories ◽  
Life Story ◽  
Children With Autism ◽  
Coping Skill ◽  
Autistic Children ◽  
Daily Lives ◽  
Life Story Interview ◽  
The Family ◽  
Using Data ◽  
Depth Interviews

The major aim of this study was to determine how children diagnosed with autism shapes their parents’ lives by specifying parents’ life stories. The study group consisted of 10 parents who have children with autism. Parents who have participated in the study were determined through a preliminary interview prior to the study and in-depth interviews were conducted with volunteer parents. In the study, "Life Story Interview" list was implemented to examine the content of life stories that shape parents’ lives. The data obtained from the research were analyzed using data analysis phases of interpretative phenomenology which is one of the qualitative research models. By analyzing the data obtained in the research, 10 major themes emerged. These major themes include; diagnosis, feeling, hopes and plans, concerns and questions, social reactions / stigmatization, parenting roles, coping with, sensitivity to disease, meaning of life and development. Analyses revealed that parents with autistic children undergo through a wide variety of emotions, challenges and difficulties during their daily lives and also that good coping skill is the key to normal functioning within the family which had an autistic child.

scholarly journals Pemuda, Perkawinan, dan Perubahan Sosial di Indonesia

2020 ◽  
Vol 9 (2) ◽  
pp. 77
Author(s):  
Ariane Utomo ◽  
Oki Rahadianto Sutopo
Keyword(s):  
Social Change ◽  
Transition To Adulthood ◽  
Population Mobility ◽  
Marriage And Family ◽  
Marriage Patterns ◽  
Complex Processes ◽  
Complex Process ◽  
The Family ◽  
Changing Patterns ◽  
The Many

An examination into the changing patterns, meaning, norms, and discourses around marriage - in the context of transition to adulthood - offers a unique window to disentangle the complex processes of social change in post -Reformasi Indonesia. Among the many dimensions of social change affecting changing patterns of marriage and transition to adulthood include: globalization; demographic transition; trends in population mobility concerning migration and urbanization; economic uncertainties and inequality; and a series of contestation on norms around marriage and the family which has shadowed the political landscape post-Reformasi. How does such a complex process of social change shape the changing patterns and narratives on marriage? In particular, how do young people navigate the changing marriage patterns in the context of such complex, rapid, and massive social change? These two questions are pivotal to the current special issue in Jurnal Studi Pemuda. To provide context and highlights the contributions of the papers in this issue, this article reviews several dimensions and indicators of marriage and family change in Indonesia, and outlines their relation to the broader contexts of transition to adulthood and social change in the last two decades following Reformasi.

scholarly journals Family Rhythms: Re-visioning family change in Ireland using qualitative archived data from Growing Up in Ireland and Life Histories and Social Change

2016 ◽  
Vol 25 (2) ◽  
pp. 207-213 ◽  
Author(s):  
Ruth Geraghty ◽  
Jane Gray
Keyword(s):  
Social Change ◽  
Family Relationships ◽  
Life Histories ◽  
Life Story ◽  
Extended Period ◽  
Social Contexts ◽  
Early Years ◽  
Growing Up ◽  
Continuity And Change ◽  
Key Dimensions

The Family Rhythms project examined the Irish experience of family life over an extended period of time, in which we traced evolving relationships and practices against a backdrop of immense social, cultural and economic change, from the early years of the Irish state to the present day. We combined qualitative data from Growing Up in Ireland (GUI), with Life Histories and Social Change (LHSC) to construct a longitudinal, qualitative database with a distinct focus on family relationships. Family Rhythms demonstrated the potential for bringing data from two major qualitative studies into dialogue to develop new insights into the motives, feelings and rationalities behind Irish people’s family practices and experiences in changing social contexts. Combining the data from two unrelated studies presented methodological challenges, namely how to consolidate these data and how to compare the retrospective life story data in LHSC with the prospective data in GUI. To overcome this, we worked ‘forwards’ and ‘backwards’ across the two collections to specify patterns of continuity and change in key dimensions of family relationships. The strengths of this dynamic approach were that we could examine family relationships across an extended timeframe and from different generational standpoints.

Youth Development in Europe

2009 ◽  
Vol 14 (4) ◽  
pp. 372-375 ◽  
Author(s):  
Katariina Salmela-Aro ◽  
Ingrid Schoon
Keyword(s):  
Young People ◽  
Relationship Quality ◽  
Youth Development ◽  
Social Relationships ◽  
Transition To Adulthood ◽  
Cultural Context ◽  
Integrative Framework ◽  
Reciprocal Interactions ◽  
The Family ◽  
Key Players

A series of six papers on “Youth Development in Europe: Transitions and Identities” has now been published in the European Psychologist throughout 2008 and 2009. The papers aim to make a conceptual contribution to the increasingly important area of productive youth development by focusing on variations and changes in the transition to adulthood and emerging identities. The papers address different aspects of an integrative framework for the study of reciprocal multiple person-environment interactions shaping the pathways to adulthood in the contexts of the family, the school, and social relationships with peers and significant others. Interactions between these key players are shaped by their embeddedness in varied neighborhoods and communities, institutional regulations, and social policies, which in turn are influenced by the wider sociohistorical and cultural context. Young people are active agents, and their development is shaped through reciprocal interactions with these contexts; thus, the developing individual both influences and is influenced by those contexts. Relationship quality and engagement in interactions appears to be a fruitful avenue for a better understanding of how young people adjust to and tackle development to productive adulthood.

Buried Narratives: Exhuming the Mother's Story in Oliver Twist

2018 ◽  
Vol 8 (3) ◽  
pp. 247-266
Author(s):  
Michelle L. Wilson
Keyword(s):  
Social Change ◽  
Maternal Inheritance ◽  
The Novel ◽  
Poor Law ◽  
The Family ◽  
The Law ◽  
First Time ◽  
Critical Consideration

Initially, Oliver Twist (1839) might seem representative of the archetypal male social plot, following an orphan and finding him a place by discovering the father and settling the boy within his inheritance. But Agnes Fleming haunts this narrative, undoing its neat, linear transmission. This reconsideration of maternal inheritance and plot in the novel occurs against the backdrop of legal and social change. I extend the critical consideration of the novel's relationship to the New Poor Law by thinking about its reflection on the bastardy clauses. And here, of course, is where the mother enters. Under the bastardy clauses, the responsibility for economic maintenance of bastard children was, for the first time, legally assigned to the mother, relieving the father of any and all obligation. Oliver Twist manages to critique the bastardy clauses for their release of the father, while simultaneously embracing the placement of the mother at the head of the family line. Both Oliver and the novel thus suggest that it is the mother's story that matters, her name through which we find our own. And by containing both plots – that of the father and the mother – Oliver Twist reveals the violence implicit in traditional modes of inheritance in the novel and under the law.

Entanglements between Agency and Vulnerability in the Phenomenon of Birth. Reflections on Children’s Expressions about ‘Being Born’

2020 ◽  
Vol 15 (2-2020) ◽  
pp. 135-146
Author(s):  
Catrin Heite ◽  
Veronika Magyar-Haas
Keyword(s):  
Social Studies ◽  
Social Construction ◽  
Well Being ◽  
Social Contexts ◽  
Living Environment ◽  
Social Actors ◽  
The Social ◽  
The Family ◽  
Cultural Embeddedness

Analogously to the works in the field of new social studies of childhood, this contribution deals with the concept of childhood as a social construction, in which children are considered as social actors in their own living environment, engaged in interpretive reproduction of the social. In this perspective the concept of agency is strongly stressed, and the vulnerability of children is not sufficiently taken into account. But in combining vulnerability and agency lies the possibility to consider the perspective of the subjects in the context of their social, political and cultural embeddedness. In this paper we show that what children say, what is important to them in general and for their well-being, is shaped by the care experiences within the family and by their social contexts. The argumentation for the intertwining of vulnerability and agency is exemplified by the expressions of an interviewed girl about her birth and by reference to philosophical concepts about birth and natality.

SOCIAL PEDAGOGICAL WORK WITH DIFFICULT CHILDREN

2018 ◽  
Vol 28 (3) ◽  
pp. 1021-1026
Author(s):  
Rozalia Kuzmanova – Kartalova
Keyword(s):  
Social Inclusion ◽  
Behavioral Control ◽  
Educational Institutions ◽  
Process Diagnosis ◽  
Road Map ◽  
The Social ◽  
The Family ◽  
Preventive Work ◽  
Difficult Behavior ◽  
Difficult Children

An analysis of the social pedagogical work with difficult children is presented, outlining characteristics, specifics and approaches for prevention and social accompaniment. In order to highlight the specifics of this group of children, a comparison is made with two other groups of children in a situation of life difficulty - "socially disadvantaged children" and "children at risk". The analysis refers to the understanding that difficult children are children with impaired emotional development, difficulty in communicating with others and disrupted behavioral control, all of which can lead to consequences both on a personal and behavioral level. It is emphasized that difficult children turn into such in situations where adults cannot find an adequate approach to them, and most often these adults are members of the family, parents, or teachers. An overview of scientific positions on difficult children by English, American, Russian and Bulgarian researchers is offered. This is the basis for outlining the main spheres which affect children negatively and categorize them as "difficult children" - emotional-personal; learning-cognitive; behavioral; somatic. The reasons for children’s difficult behavior are examined, including: the family and the flaws in it; the lack of spiritual connection between parents and children; the asocial environment; participation in criminal groups; errors in the work of educational institutions; economic difficulties that have influenced all spheres of public life. The characteristics of problem children are presented that account for the formulation of the principles of social pedagogical work with them. It is emphasized that one of the important approaches in the work is the development of skills for social inclusion, social expression and self-assertion. The model for social pedagogical work with difficult children is developed in two aspects: preventive work and social accompaniment. Preventive work consists in constantly informing all stakeholders - teachers, educators, non-pedagogical staff in educational institutions and the family on the opportunities for preventing "difficult children" on the one hand, and ensuring interaction between the participants in the preventive activities as well as striving to attract more organizations and institutions, on the other. The social accompaniment as a social pedagogical work includes: identification of children with difficult behavior at the earliest stage of the disadaptation process, diagnosis of the factors of the difficult behavior and the reasons for the disadvantage, preparation of an individual road map for working with the child, implementation of the individual program for accompanying the child, measuring and analyzing the results of the child's work and his / her close circle.

Vocational Development in Emerging Adulthood

2018 ◽  
Author(s):  
Michael W. Pratt ◽  
M. Kyle Matsuba
Keyword(s):  
Turning Point ◽  
Life Stories ◽  
Life Story ◽  
Emerging Adult ◽  
Vocational Development ◽  
Data Set ◽  
The World ◽  
Key Concepts

Chapter 6 reviews research on the topic of vocational/occupational development in relation to the McAdams and Pals tripartite personality framework of traits, goals, and life stories. Distinctions between types of motivations for the work role (as a job, career, or calling) are particularly highlighted. The authors then turn to research from the Futures Study on work motivations and their links to personality traits, identity, generativity, and the life story, drawing on analyses and quotes from the data set. To illustrate the key concepts from this vocation chapter, the authors end with a case study on Charles Darwin’s pivotal turning point, his round-the-world voyage as naturalist for the HMS Beagle. Darwin was an emerging adult in his 20s at the time, and we highlight the role of this journey as a turning point in his adult vocational development.

scholarly journals Education for Social Change: The Case of Teacher Education in Wales

2021 ◽  
Vol 13 (15) ◽  
pp. 8574
Author(s):  
Rebecca Weicht ◽  
Svanborg R. Jónsdóttir
Keyword(s):  
Teacher Education ◽  
Social Change ◽  
Teacher Educators ◽  
Entrepreneurial Education ◽  
Constructive Learning ◽  
Study Approach ◽  
The University ◽  
Action Competence ◽  
Shed Light

Entrepreneurial education offers valuable opportunities for teachers to foster and enhance creativity and action competence, which are also important for sustainability education. The University of Wales Trinity Saint David (UWTSD) is a leader in the development of entrepreneurial education in teacher education both in Wales and internationally. The objective of this article is to shed light on how an entrepreneurial education approach can help foster social change. The aim of this study is to learn from teacher educators at UWTSD about how they support creativity, innovation, and an enterprising mindset in their learners. A case study approach is applied. By analysing documentary evidence such as module and assignment handbooks, we explore how teacher educators at UWTSD deliver entrepreneurial education for social change. Our findings indicate that UWTSD’s development of entrepreneurial education in teacher training has enabled constructive learning, cultivating creativity and action competence. We provide examples that display how the intentions of the Curriculum for Wales and entrepreneurial education approaches of the UWTSD emerge in practice. These examples show outcomes of the entrepreneurial projects that evince the enactment of social change. The findings also show that the educational policy of Wales supports entrepreneurial education throughout all levels of the educational system.

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