Technologies of evidence: An institutional ethnography from the standpoints of ‘youth-at-risk’

2017 ◽  
Vol 37 (4) ◽  
pp. 604-624 ◽  
Author(s):  
Naomi Nichols
Keyword(s):  
At Risk ◽  
Young People ◽  
Social Relations ◽  
Institutional Ethnography ◽  
At Risk Youth ◽  
Institutional Practices ◽  
Institutional Processes ◽  
Institutional Settings ◽  
The Social ◽  
Youth At Risk

In this article, I investigate the social relations of evidence that transverse and connect schools, homes, the streets, and the courts. This institutional ethnography begins in the standpoints of racialised and ‘at-risk youth’ to investigate how institutional practices – embedded in and constitutive of the new relations of capital and exchange referred to as the knowledge economy – (re)produce intersecting social relations of objectification and exclusion. Beginning with young people’s experiences of silencing and misrepresentation in public sector institutions, the article examines how different forms of evidence are produced and used across the various institutional settings where young people are active. The study demonstrates how seemingly objective institutional processes actually produce the experiences of diminishment and exclusion that young people described.

scholarly journals Office Setting as Organizational Structure in “Bartleby the Scrivener”

SAGE Open ◽  
2017 ◽  
Vol 7 (1) ◽  
pp. 215824401769043
Author(s):  
Lori Duin Kelly
Keyword(s):  
Organizational Structure ◽  
Short Story ◽  
Social Relations ◽  
Institutional Ethnography ◽  
Interpersonal Dynamics ◽  
Office Setting ◽  
Linguistic Markers ◽  
The Social ◽  
Bartleby The Scrivener ◽  
A Site

This article uses a methodology from the social sciences known as institutional ethnography to analyze the office setting in Herman Melville’s short story “Bartleby the Scrivener” as a site of social organization. This approach contributes to an understanding of how that office came to adopt specific structures as crucial to its functioning and how, as a consequence of those structures, individuals’ roles within the organization’s hierarchies became constituted. As fieldwork occurs inside of organizations, institutional ethnography also provides a tool for identifying and evaluating linguistic markers for an individual’s placement within a larger organizational structure. This approach to the story seems particularly useful for understanding the interpersonal dynamics at the heart of “Bartleby.” At the same time, it provides a method for identifying the larger institutional process at work in Melville’s story, one that contributes to the reproduction of a system of social relations in the workplace that requires subordination and compliance to insure its success.

scholarly journals KONSTRUKSI SOSIAL UPACARA ADAT KARO SUKU TENGGER DI DESA TOSARI, KECAMATAN TOSARI, KABUPATEN PASURUAN

2020 ◽  
Vol 9 (2) ◽  
Author(s):  
Endang Kumala Ratih ◽  
Anik Juwariyah
Keyword(s):  
Young People ◽  
Social Construction ◽  
Social Relations ◽  
Digital Technology ◽  
Social Relationship ◽  
Literature Study ◽  
The Social ◽  
The Subject ◽  
Village Communities ◽  
The Relationship

<p><em>Nowadays social relations in a society are less aware of, be it with nature, society, and society with God, especially in today's young people who are mostly influenced by digital technology that is growing very rapidly and is inherent in life which makes them very focused with cellphones and indirectly make them individualistic creatures. Through this article, the writer hopes to provide insight, especially to young people, that awareness of social relations is needed that can be realized through culture. The relationship between humans and God, humans and nature, and humans with each other has indirectly formed a social relationship, such as the Karo traditional ceremony, which is worship of the spirits of the ancestors in which there are several rituals as an expression of gratitude for a good harvest. . The Karo Day traditional ceremony involves village communities, one of which is in Tosari Village. The relationship between society and God, society and nature, society and each other, which is formed from the implementation of the Karo Day traditional ceremony, indirectly has a social relationship. This relationship was investigated using the social construction approach of Peter L. Berger and Thomas Luckmann. Data collection includes: 1) observation, by looking at the phenomena that are directly or indirectly related to the subject and object of research; 2) interview with the perpetrator; and 3) literature study and documents in the form of photos. The results of this study indicate that traditional ceremonies have an important role in maintaining and forming a social relationship. The Karo traditional ceremony is carried out every year by the Tengger tribe who believe in their ancestors, making a community that is full of tolerance, and adheres to values.</em></p><p><strong><em>Keywords: </em></strong><strong><em>Karo Traditional Ceremony, Tengger Tribe Community, Social Construction</em></strong><strong><em></em></strong></p><h2> </h2><p><strong>Abstrak</strong></p><p>Pada jaman sekarang hubungan sosial dalam suatu masyarakat kurang disadari, baik itu dengan alam, masyarakat sesamanya, dan masyarakat dengan Tuhan, khususnya dilingkungan anak muda jaman sekarang yang kebanyakan sudah terpengaruh oleh tekonologi digital yang berkembang sangat pesat dan melekat dalam kehidupan yang menjadikan mereka sangat terfokus dengan handphone dan secara tidak langsung menjadikan mereka makhluk individualis. Melalui artikel ini penulis berharap dapat memberikan wawasan khususnya kepada anak muda bahwa diperlukan kesadaran tentang hubungan sosial yang dapat direalisasikan melalui kebudayaan. Hubungan manusia dengan Tuhan, manusia dengan alam, dan manusia dengan sesamanya secara tidak langsung telah membentuk sebuah hubungan sosial, seperti pada upacara adat Hari Raya Karo yang merupakan pemujaan terhadap roh para leluhur yang didalamnya terdapat beberapa ritual sebagai pengungkapan rasa syukur atas hasil panen yang bagus. Upacara adat Hari Raya Karo melibatkan masyarakat desa, salah satunya didesa Tosari. Hubungan antara masyarakat dengan Tuhan, masyarakat dengan alam, masyarakat dengan sesamanya yang terbentuk dari pelaksanaan upacara adat Hari Raya Karo secara tidak langsung telah terjadi suatu hubungan sosial. Hubungan tersebut diteliti dengan menggunakan pendekatan konstruksi soial Peter L. Berger dan Thomas Luckmann. Pengumpulan data meliputi : 1) observasi, dengan melihat fenomena yang berhubungan langsung maupun tidak langsung dengan subjek dan objek penelitian; 2) wawancara dengan pelaku; dan 3) studi kepustakaan dan dokumen berupa foto. Hasil dari penelitian ini bahwa upacara adat memiliki peranan penting dalam menjaga dan membentuk sebuah hubungan sosial. Upacara adat Karo yang dilakukan setiap tahunnya oleh masyarakat suku Tengger yang percaya dengan leluhur, menjadikan masyarakat yang penuh toleransi, dan mentaati nilai-nilai.</p><p><strong>Kata Kunci : </strong><strong><em>Upacara Adat Karo, Masyarakat Suku Tengger, Konstruksi Sosial</em></strong></p>

scholarly journals ENTENDER UN MODELO PARA LA INTEGRACIÓN EDUCATIVO-LABORAL DESDE LA PERSPECTIVA HISTÓRICO-CULTURAL

2013 ◽  
Vol 24 (1) ◽  
pp. 147-162
Author(s):  
Patrícia Olmos Rueda
Keyword(s):  
At Risk ◽  
Young People ◽  
Social Transformation ◽  
Historical Context ◽  
Academic Failure ◽  
Training Model ◽  
Drop Out ◽  
Integration Model ◽  
Youth At Risk ◽  
Training Programmes

RESUMEN: El presente artículo es una reflexión teórica, que invita a la discusión, de un modelo de integración educativo-laboral surgido a partir de la reflexión en la praxis y entendido desde la perspectiva de la teoría histórico-cultural, un modelo que integra todos los elementos básicos de esta perspectiva y cuyo objetivo es la formación para la transformación social, a la par que educativa y laboral, de un colectivo de jóvenes en situación de vulnerabilidad con la mediación de agentes sociales, educativos y laborales de referencia. Se evidencia que las dificultades de acceso al mercado de trabajo y el fracaso escolar son factores interrelacionados de riesgo de exclusión de los colectivos que los asumen. Este trabajo centra su atención en el colectivo de jóvenes entre 16 y 21 años, con una historia de fracaso escolar, una baja cualificación y un escaso dominio de competencias, que impide su participación activa en contextos sociales, labores y educativos. Son jóvenes que no son capaces de operar y transformar su medio, de dar respuesta a las demandas del contexto, incurriendo en una situación de riesgo de exclusión sólo entendida en relación con los demás y en un contexto históricocultural de referencia. No obstante, estos jóvenes han decidido minimizar su condición de vulnerabilidad y mejorar sus oportunidades de reintegración en los contextos educativos y laborales accediendo a programas de formación para el trabajo cuyo objetivo es el de proveer, a estos jóvenes, de las competencias básicas requeridas por los contextos educativo-laborales. Los contextos formativos y/o educativos son los que permiten la transformación social de este colectivo y de aquí que surja la necesidad de pensar un modelo de formación para la integración o reintegración educativo-laboral de los colectivos en situación de vulnerabilidad y, concretamente, de aquellos jóvenes en riesgo de exclusión. ABSTRACT: This article is a theoretical reflection that invites discussion about an educational and labour integration model emerged from praxis reflection and understood within a cultural-historic perspective. This model includes all key elements of this perspective and its aim is to train young people in vulnerable situation to their social, educational and labour transformation with mediation of social, educational and labour agents of reference. Difficulties to gain access to the labour market and academic failure are interrelated factors of risk of exclusion of collective that assume these. This paper focuses on young people aged 16-21 years that drop out, which have low qualification and low domain of competences. This situation prevents them to participate in social, educational and labour contexts actively. These youth are not capable to operate on the context, to transform the context, to answer demands of the context. They are at risk of exclusion and this situation is only understood in relation with others and in connection with a cultural-historical context of reference. However, this young people decide to minimize their vulnerable condition and to improve their opportunities of educational and labour reintegration. They access to employment training programmes that provide them key competences that educational and labour contexts demand. Training and/or educational contexts arethose that make possible the social transformation of this collective so it is necessary to think a training model for educational and labour integration or reintegration of collective in vulnerable situation and, concretely, of those youth at risk of exclusion.http://dx.doi.org/10.14572/nuances.v24i1.2162

Childhood trauma and amygdala nuclei volumes in youth at risk for mental illness

2020 ◽  
pp. 1-8
Author(s):  
Nikita Nogovitsyn ◽  
Jean Addington ◽  
Roberto Souza ◽  
Thea J. Placsko ◽  
Jacqueline Stowkowy ◽  
...  
Keyword(s):  
At Risk ◽  
Mental Illness ◽  
Childhood Trauma ◽  
At Risk Youth ◽  
Basal Region ◽  
Depression And Anxiety ◽  
High Prevalence ◽  
Mri Scans ◽  
Youth At Risk ◽  
The Right

Abstract Background Adults with significant childhood trauma and/or serious mental illness may exhibit persistent structural brain changes within limbic structures, including the amygdala. Little is known about the structure of the amygdala prior to the onset of SMI, despite the relatively high prevalence of trauma in at-risk youth. Methods Data were gathered from the Canadian Psychiatric Risk and Outcome study. A total of 182 youth with a mean age of 18.3 years completed T1-weighted MRI scans along with clinical assessments that included questionnaires on symptoms of depression and anxiety. Participants also completed the Childhood Trauma and Abuse Scale. We used a novel subfield-specific amygdala segmentation workflow as a part of FreeSurfer 6.0 to examine amygdala structure. Results Participants with higher trauma scores were more likely to have smaller amygdala volumes, particularly within the basal regions. Among various types of childhood trauma, sexual and physical abuse had the largest effects on amygdala subregions. Abuse-related differences in the right basal region mediated the severity of depression and anxiety symptoms, even though no participants met criteria for clinical diagnosis at the time of assessment. Conclusion The experience of physical or sexual abuse may leave detectable structural alterations in key regions of the amygdala, potentially mediating the risk of psychopathology in trauma-exposed youth.

An Approach for Detecting Social Interactions on Mobile Devices

2018 ◽  
pp. 1-27
Author(s):  
Isadora Vasconcellos e Souza ◽  
William Bortoluzzi Pereira ◽  
João Carlos D Lima
Keyword(s):  
At Risk ◽  
Social Interaction ◽  
Social Interactions ◽  
Mobile Devices ◽  
Social Exclusion ◽  
Social Relations ◽  
Mobile Application ◽  
The Social ◽  
User Intervention

Social exclusion can occur in a variety of ways, one of which is lack of social interaction. The recognition of the social relations that occur in a group is fundamental to identify possible exclusions. This chapter proposes SocialCount, a mobile application that identifies social interactions performed by the user. In order not to interfere in the naturalness of relationships, the application was designed to infer social interactions without user intervention. The data of the interactions generated sociograms that represented the structure of the relations in a group in a simple way. Through the sociogram it was possible to visualize the users who may be socially at risk and alert the professionals responsible to solve the situation.

The Social Pedagogy of Youth Policies in Latin America

2020 ◽  
pp. 82-95
Author(s):  
José Antonio Pérez Islas ◽  
Luis Antonio Mata Zúñiga
Keyword(s):  
Public Policy ◽  
At Risk ◽  
Latin America ◽  
Young People ◽  
Justice System ◽  
Public Policies ◽  
Well Being ◽  
Social Pedagogy ◽  
The Social

This chapter reviews the institutional actions and discourses linked with public policies affecting young people in Latin America, highlighting three large institutions that have impacted this sector in the region: the army, the justice system, and schools, which view young people as a group at risk who must be helped. Next, the chapter discusses youth within the framework of their interactions and well-being, as part of one of the distinctive aspects of social pedagogy—placing it at the center of public policy. Finally, the chapter discusses the relevance of a dialogue between adults and young people that channels the demands, conflicts, and concerns of both in order to produce new youth policies, starting from the recognition of young people through a generational perspective that must be present in all government actions.

Fanfic’ing Film

2019 ◽  
Vol 12 (1) ◽  
pp. 114-124
Author(s):  
Andrew Scahill
Keyword(s):  
At Risk ◽  
Young People ◽  
Fairy Tales ◽  
Coming Out ◽  
At Risk Youth ◽  
Film Festival ◽  
Queer Youth

Fairy Tales Film Festival 2018, Calgary Queer Arts Society, Youth Queer Media ProgramFor the study of youth in cinema, we, as scholars, must always remind ourselves that most images we analyze are created by adults representing youth, not by youth representing themselves. As such, they represent an idea of youth—a memory, a trauma, a wish. They are stories these adults tell themselves about what they need youth to be in that moment. Coming out becomes the singular narrative of queer youth, and positions adulthood as a safe and stable destination after escaping the traumatic space of adolescence. The stories in these films provide important moments for adult queers to “feel backward” (2009: 7) as Heather Love says, and to process the pain of a queer childhood. And for young people exploring their sexuality, these stories are essential for at-risk youth who feel hopeless, trapped, or alone.

scholarly journals Wasted lives

2003 ◽  
Vol 39 (3) ◽  
pp. 291-307 ◽  
Author(s):  
Simone Fullagar
Keyword(s):  
Young People ◽  
Social Relations ◽  
Social Dynamics ◽  
Youth Suicide ◽  
Cultural Life ◽  
Expression Of Emotion ◽  
The Social ◽  
The Everyday ◽  
The Gift ◽  
Research And Policy

Youth suicide is a specific gesture of waste, a throwing away of the gift, and thus it embodies a powerful statement about young people's refusal to live. In this article I suggest that it is a refusal to engage with, and be sustained by, the particular economies of value, morality and meaning that govern identity within contemporary cultural life. From a post-structuralist perspective the metaphors through which suicide comes to be known are examined via indepth interviews conducted with young people ( n = 41) as part of a larger study also involving adults/professionals ( n = 40) within urban and regional communities. Shame figures predominantly in young people's accounts of suicidal experiences and the everyday social relations that govern the expression of emotion. In contrast to the positivist bent of much suicide research and policy, this article argues for the necessity of understanding the social dynamics of shame in relation to the forces of affect that constitute the emergent subjectivities of young people.

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