scholarly journals ‘No-One Can Tell a Story Better than the One Who Lived It’: Reworking Constructions of Childhood and Trauma Through the Arts in Rwanda

2021 ◽  
Author(s):  
Kirrily Pells ◽  
Ananda Breed ◽  
Chaste Uwihoreye ◽  
Eric Ndushabandi ◽  
Matthew Elliott ◽  
...  
Keyword(s):  
Young People ◽  
Cultural Context ◽  
Meaning Making ◽  
Children And Young People ◽  
The Arts ◽  
Trauma Memory ◽  
Global North ◽  
Constructions Of Childhood ◽  
The One ◽  
Political Economic

AbstractThe intergenerational legacies of conflict and violence for children and young people are typically approached within research and interventions through the lens of trauma. Understandings of childhood and trauma are based on bio-psychological frameworks emanating from the Global North, often at odds with the historical, political, economic, social and cultural contexts in which interventions are enacted, and neglect the diversity of knowledge, experiences and practices. Within this paper we explore these concerns in the context of Rwanda and the aftermath of the 1994 Genocide Against the Tutsi. We reflect on two qualitative case studies: Connective Memories and Mobile Arts for Peace which both used arts-based approaches drawing on the richness of Rwandan cultural forms, such as proverbs and storytelling practices, to explore knowledge and processes of meaning-making about trauma, memory, and everyday forms of conflict from the perspectives of children and young people. We draw on these findings to argue that there is a need to refine and elaborate understandings of intergenerational transmission of trauma in Rwanda informed by: the historical and cultural context; intersections of structural and ‘everyday’ forms of conflict and social trauma embedded in intergenerational relations; and a reworking of notions of trauma ‘transmission’ to encompass the multiple connectivities between generations, temporalities and expressions of trauma.

scholarly journals Pædagogisk ekspertise og kvalitet i fritidsinstitutionerne

2020 ◽  
Vol 4 (2) ◽  
pp. 15
Author(s):  
Mette Høgh Stæhr ◽  
Lisbeth Madsen
Keyword(s):  
Young People ◽  
Continuing Education ◽  
Empirical Data ◽  
The Other ◽  
After School ◽  
Project Development ◽  
Professional Expertise ◽  
Children And Young People ◽  
Pedagogical Expertise ◽  
The One

ResumeDet pædagogiske arbejde med børn og unge i fritidsinstitutionerne har de senere år politisk, økonomisk, kompetenceudviklingsmæssigt og forskningsmæssigt været nedprioriteret til trods for institutionernes samfundsmæssige rolle og betydning for børn og unge. Denne artikel diskuterer, hvilken betydning dette har for den faglige ekspertise på området. Gennem analyse af empiri indsamlet i forbindelse med et projekt vedrørende kompetenceudvikling på det fritidspædagogiske område, beskriver artiklen den faglige udvikling i praksis, hvilken viden henholdsvis pædagoger, ledere og organisationer fremhæver som essentiel, hvad dette kan være et udtryk for, og hvorfor netop denne viden sættes i tæt relation til drøftelser vedrørende pædagogisk ekspertise samt kvalitet i fritidsinstitutionerne. Med afsæt i analyser fra en gennemført undersøgelse er artiklens pointe, at pædagogisk kvalitet i fritidsinstitutionerne tager udgangspunkt i pædagogfaglig viden og situationsbunden kundskab om børne- og ungegruppers divergerende hverdagsliv, institutionsliv og interessefællesskaber. Abstract Pedagogical expertise and quality in leisure institutionsWithin the last few years social pedagogical work among children and young people in after school clubs and -centers have not been prioritized politically and economically, with regard to continuing education and when it comes to research despite the societal role and importance these institutions have for the development of children and young people. The article discusses the possible consequences this has had for professional expertise in the field through an analysis of empirical data collected in relation to the project: ‘development of professional courses to professionals working within the field of after school clubs and centres.’ The article takes the reader through a description of the field within the last few years to an analysis of the knowledge that pedagogues, leaders and various organizations evaluate as needed. We will point out that good quality must be found in the relation between knowledge on the one side and capable professionals on the other.

scholarly journals Dziedzictwo zakonu pijarów w perspektywie badań Zespołu Szkół Pijarskich w Elblągu

2020 ◽  
pp. 171-184
Author(s):  
Katarzyna Semrau ◽  
Jarosław Rutkowski
Keyword(s):  
Young People ◽  
The Other ◽  
Survey Questionnaire ◽  
Modern Approach ◽  
Children And Young People ◽  
The One ◽  
Poor Children ◽  
Contemporary Education

The aim of the article is to indicate the heritage of the Piarist order in contemporary education. From the very beginning, activity of Piarist monks was directed at poor children and young people, who through education were to become better citizens and Catholics. Nowadays, this heritage is visible in schools run by Piarist monks. One of the school centers is the Piarist School Complex in Elbląg. An interview with the management and teachers, as well as the results of the survey questionnaire collected, allow you to view the modern heritage of Piarist in this school. The article indicates the Piarist School Complex in Elbląg as an example of contemporary piarist activity, which on the one hand is a modern approach to education, and on the other fulfills the assumptions accompanying from the beginning of the activity of piarist education.

scholarly journals Wojciech Żukrowski (who We do not Remember) – for the Young Reader

2014 ◽  
Vol 26 (31) ◽  
pp. 87-97
Author(s):  
Anna Wzorek
Keyword(s):  
Young People ◽  
Short Story ◽  
Young Reader ◽  
Historical Novels ◽  
Educational Values ◽  
Children And Young People ◽  
Young Readers ◽  
Cognitive Values ◽  
The Subject ◽  
The One

The main objective of the article is to discuss the forgotten works of Wojciech Żukrowski written for young people. The author is remembered by young readers as the one who created the fairy places of Tiutiurlistan and Blabancja (from the novels of Porwanie w Tiutiurlistanie [Kidnapping in Tiutiurlistan] and Na tronie w Blabonie [On the Throne in Blabon] and collected Vietnamese legends (Ognisko w dżungli [Fire in the Jungle]). However, Żukrowski wrote numerous texts addressed to children and young people which did not gain so much popularity, such as two modern novels of Słoneczne lato [Sunny Summer] (1952) and Poszukiwacze skarbów [Treasure Hunters] (1954), a “Vientamese” short story Mój przyjaciel słoń [My Friend the Elephant] (1957) as well as historical novels Szabla Gabrysia [Sabre Gabriela] (1952) and a short poem Bal w agreście [The Ball in a Goosberry Field] (1943). The article analyses the present titles and poses a very important question concerning the causes of the works being so unsuccessful. It is stated in the summary of the article that the forgotten works by Żukrowski written for young people are not devoid of values and comprise numerous aesthetic qualities (Bal w agreście), cognitive values (Poszukiwacze skarbów, Mój przyjaciel słoń) or educational values (Słoneczne lato or Mój przyjaciel słoń). The works by Wojciech Żukrowski analysed in the article are, however, anachronistic for a modern reader and outdated mainly due to the subject matter they tackle as well as included socrealistic elements.

scholarly journals The nature of music itself, and the knowledge versus skills debate in music education

2016 ◽  
Vol 33 (2) ◽  
pp. 129-132 ◽  
Author(s):  
MARTIN FAUTLEY ◽  
REGINA MURPHY
Keyword(s):  
Young People ◽  
Music Education ◽  
Children And Young People ◽  
The Arts ◽  
The World ◽  
The Uk ◽  
Music And The Arts

Back in 2013, in the BJME editorial for issue 30(2), we considered the place of knowledge in the curriculum (Fautley & Murphy, 2013). Things have not stood still since that date, certainly in England, and other parts of the world too. What we have now is a situation where the idea of knowledge as assuming supremacy over skills is on the increase. For those of us concerned with music education, many aspects of this increasingly fractious debate are to be viewed with concern. Allied to this, we have neoliberal-leaning governments in many parts of the world, Britain included, who seem to find it difficult to understand the important role that music education has – or should have – in the education of our children and young people. Indeed, in the UK, the education secretary is on record as making this observation: Education secretary Nicky Morgan has warned young people that choosing to study arts subjects at school could ‘hold them back for the rest of their lives’ (The Stage, 2014) This attitude, and Britain is certainly not alone in this, is clearly going to be problematic for those of us involved in music and the arts.

Virtual Worlds and Online Videogames for Children and Young People

2016 ◽  
pp. 291-316
Author(s):  
Guy Merchant
Keyword(s):  
Young People ◽  
Virtual Worlds ◽  
Empirical Investigation ◽  
Meaning Making ◽  
Future Research ◽  
Compulsory Schooling ◽  
Children And Young People ◽  
Important Direction ◽  
Areas Of Interest ◽  
Age Range

Online virtual worlds and games provide opportunities for new kinds of interaction, and new forms of play and learning, and they are becoming a common feature in the lives of many children and young people. This chapter explores the issues that this sort of virtual play raises for researchers and educators, and the main themes that have emerged through empirical investigation. I focus on children and young people within the age range covered by compulsory schooling, providing illustrative examples of virtual environments that promote play and learning as a way of underlining some key areas of interest. Drawing on work from a range of theoretical and disciplinary perspectives the chapter emphasises how these environments have much in common with other imagined worlds and suggests that looking at the ways in which the virtual is embedded in everyday contexts for meaning making provides an important direction for future research.

scholarly journals Rats, assorted shit and ‘racist groundwater’: Towards extra-sectional understandings of childhoods and social-material processes

2017 ◽  
Vol 36 (5) ◽  
pp. 926-948 ◽  
Author(s):  
John Horton ◽  
Peter Kraftl
Keyword(s):  
Young People ◽  
Working Class ◽  
Social Economic ◽  
Outdoor Play ◽  
Multidisciplinary Research ◽  
Children And Young People ◽  
Research With Children ◽  
Subsurface Flows ◽  
White Working Class ◽  
Political Economic

Reflecting on a study of children’s outdoor play in a ‘white, working class estate’ in east London, this paper argues that social-material processes that are characteristically massy, indivisible, unseen, fluid and noxious have, problematically, remained hidden-in-plain-sight within multidisciplinary research with children and young people. For example, juxtaposing qualitative and autoethnographic data, we highlight children’s vivid, troubling narratives of swarming rats, smearing excrement, and percolating subsurface flows of water, toxins and racialised affects. In so doing, we develop a wider argument that key theorisations of matter, nature and nonhuman co-presences have often struggled to articulate the indivisibility of social-material processes from contemporary social-political-economic geographies. Over the course of the paper, as children’s raced, classed, exclusionary, disenfranchised narratives accumulate, we recognise the urgency of reconciling microgeographical accounts of play and materiality with readings of geographies of social-economic inequalities, exclusions, ethnicities, religions, memorialisations and mortalities. To this end, we initiate an argument for a move from intersectional to extra-sectional analyses that might retain intersectionality’s critical and political purchase, whilst simultaneously folding social-material complexities and vitalities into its theorisation.

scholarly journals Times of Continuity and Development. Visions of the Future among Agro-Pastoral Children and Young People in Southern Ethiopia

2016 ◽  
Author(s):  
Sabrina Maurus
Keyword(s):  
Young People ◽  
Urban Areas ◽  
National Development ◽  
Southern Ethiopia ◽  
Children And Young People ◽  
Rural And Urban Areas ◽  
Rural And Urban ◽  
The Social ◽  
The Future ◽  
The One

This article explores how children and young people from agro-pastoral societies in southern Ethiopia imagine their future. Children and young people who have not been going to school, as well as students in rural and urban areas, imagine their future differently. Their visions of the future can be located on a continuum between a future life as agro-pastoralists on the one end, and life in town with a job as an employee on the other. Where a person’s vision is located on this continuum depends on the influences he or she has experienced from school and town life. My analysis shows how, through the influence of schooling, young people’s concept of time shifts from a cyclical one, concentrated on the reproduction of the social world, towards a linear one, focused on personal and “national” development.

scholarly journals Just Transition at the Intersection of Labour and Climate Justice Movements: Lessons from the Portuguese Climate Jobs Campaign

2019 ◽  
Vol 10 (3) ◽  
Author(s):  
Chrislain Eric Kenfack
Keyword(s):  
Climate Change ◽  
Trade Unions ◽  
Social Systems ◽  
Climate Justice ◽  
Key Words Climate Change ◽  
Global North ◽  
Current Context ◽  
The One ◽  
Justice Movements ◽  
Political Economic

In the current context of climate change and its accompanying adverse effects on natural, human and social systems, the imperative of transitioning to low- and preferably post-carbon societies has become a non-negotiable reality if we want to avoid reaching the point of no return in terms of environmental and climate catastrophe. Such a transition requires that the interests and needs of workers and their communities be taken into consideration to make sure they do not bear the heaviest part of the burden in terms of loss of jobs and means of survival, and that they are prepared to face the new, post-carbon labour environment. The concept of Just Transition was coined to describe both the socio-political project put forward by trade unions in response to climate change, and the recognition by climate activists that the livelihoods and security of workers and their communities must be ensured during the transition to a post-carbon society. However, just transition movements are divided between two quite different orientations, which are labelled “affirmative” and “transformative.” On the one hand, affirmative just transition advocates envisage a transition within the current political-economic system. Transformative just transition activists, on the other hand, envisage a post-capitalist transition. This article, drawing upon an extensive case study of the Portuguese climate jobs campaign, goes beyond showing how these orientations shape the positions taken by union and climate activists. The article also analyses how the conflicts and cooperation between these key actors can shed light on the possibilities and/or limitations of just transition as a framework for the collective action needed to achieve rapid, deep decarbonisation of economies in the Global North context. KEY WORDS: climate change; just transition; labour environmentalism; climate jobs; climate justice; climate activism

scholarly journals Questioning Inclusion: The Education of Roma/Traveller Students and Young People in Europe and England — A Critical Examination

2009 ◽  
Vol 4 (3) ◽  
pp. 262-275 ◽  
Author(s):  
Spyros Themelis
Keyword(s):  
United Kingdom ◽  
Young People ◽  
Social Exclusion ◽  
Formal Education ◽  
Critical Examination ◽  
Children And Young People ◽  
The United Kingdom ◽  
Key Issues ◽  
Political Economic ◽  
The Impact

This article deals with issues pertinent to the ‘inclusion’ of Roma/Traveller children and young people in Europe and, in particular, England. It discusses some key issues that pertain to the inclusion of Roma/Traveller groups in society and it critically presents some key policies that have been advanced to tackle educational and social exclusion of these groups. The aim in this article is to explore the impact these approaches have had thus far and to unravel some of the contradictions, inconsistencies and tensions that permeate them. The critical examination of such approaches is principally located within the context of the United Kingdom, but relevant policies and initiatives that have been introduced by supra-national European organisations are also discussed in order to inform the reader about the wider context in relation to the issues many Roma/Traveller groups face. Inclusion does not operate in a vacuum. It is argued that a set of structural and ideological factors that impact on inclusion need to be identified and linked to a renewed and enriched inclusion approach. In fighting exclusion, holistic and sustained approaches are necessary, which cut across social, political, economic and cultural domains and extend well beyond the formal education of one group (the Roma/Travellers).

scholarly journals ‘Becoming more confident in being themselves’: The value of cultural and creative engagement for young people in foster care – Dawn Mannay, Phil Smith, Catt Turney, Stephen Jennings and Peter Davies

2021 ◽  
pp. 147332502110099
Author(s):  
Dawn Mannay ◽  
Phil Smith ◽  
Catherine Turney ◽  
Stephen Jennings ◽  
Peter Henry Davies
Keyword(s):  
Foster Care ◽  
Young People ◽  
Interpersonal Relationships ◽  
Social Connectedness ◽  
Field Observations ◽  
Children And Young People ◽  
Cultural Engagement ◽  
The Arts ◽  
Insight Into

There is evidence that engagement with the arts can engender transformative effects on young people’s views of themselves and their futures, this can be particularly useful for children and young people in care. This paper draws on a case study of an arts-based programme delivered in Wales, UK. Field observations of the arts-based sessions were conducted, and the participant sample included young people in foster care (n = 8), foster carers (n = 7) and project facilitators (n = 3). The study employed interviews, observations, reflexive diaries, and metaphor work to explore the subjective accounts of these different stakeholders. This provided an insight into their experience of being involved with the arts-based programme, the impacts of this involvement, and what steps they felt could be taken to improve the model. The paper argues that arts and cultural engagement can be transformative in improving the confidence and social connectedness of young people in foster care, but that attention needs to be given to how programmes are delivered. The paper documents the often overlooked mundane, yet important, aspects of planning arts-based programmes, exploring the involvement of foster carers, interpersonal relationships, and the provision of refreshments. It calls for investment in developing carefully designed extracurricular opportunities for young people in care, where they can experience ‘becoming more confident in being themselves’.

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