scholarly journals “Listen to What We Have to Say”: Children and Young People’s Perspectives on Urban Regeneration

2020 ◽  
Vol 8 (3) ◽  
pp. 77-87
Author(s):  
Siobhan O'Sullivan ◽  
Cathal O'Connell ◽  
Lorcan Byrne
Keyword(s):  
Young People ◽  
Local Authority ◽  
Urban Regeneration ◽  
Public Consultation ◽  
Economic Disadvantage ◽  
Children And Young People ◽  
The People ◽  
Poverty And Inequality ◽  
Community Shifts ◽  
Housing Estates

There is an important body of research that explores the contested understandings of urban regeneration programmes in areas of socio-economic disadvantage. While poor housing and living conditions must be tackled, regeneration programmes have been criticised for their destructive and displacement impacts on communities, their lack of public consultation and their reinforcement of the stigmatization of poor areas that draws “attention away from the structural and institutional failures that produce and reproduce poverty” and inequality (Hancock & Mooney, 2013, p. 59). However, much of the literature focuses on the understandings and perspectives of adult residents in regeneration areas. This article explores the views of young residents from ages 6 to 19 in Knocknaheeny, one of the largest social housing estates in Cork City in the South of Ireland, which is undergoing a regeneration programme. Through a series of creative methods, the research reveals the distinctive analysis these children and young people have on their community, the change it is undergoing, issues of poverty, stigma and exclusion, and their lack of involvement in the decision-making process. Taken together, these children and young people generate an analysis that is strikingly reminiscent of Wacquant’s (2008) concept of ‘territorial stigma.’ They clearly cite how the misrecognition and devaluation of their neighbourhood and community shifts responsibility for decline away from the institutional failings of the local authority and state, back toward the people who live there.

scholarly journals ‘What about me?’ Stories of the educational experiences of care-experienced children and young people in a Scottish local authority

2021 ◽  
Vol 45 (2) ◽  
pp. 173-190
Author(s):  
Daniela Mercieca ◽  
Duncan P Mercieca ◽  
Leisa Randall
Keyword(s):  
Academic Achievement ◽  
Young People ◽  
Local Authority ◽  
School Attendance ◽  
Educational Experiences ◽  
Influential Factors ◽  
Background Characteristics ◽  
Children And Young People ◽  
Looked After Children ◽  
Home And School

This qualitative study explores the educational experiences of looked after children and young people in one Scottish local authority. The preoccupations of government are academic achievement and school attendance, but these are not the prime concerns of the children, carers and professionals involved. Moreover, they can be both enhanced and restricted by the background characteristics and care situations of the young people and the responses of schools to their needs and behaviour. Five influential factors emerged from interviews and focus groups with professionals, carers and young people: behaviour; school attendance; carers as educators; friendships; and communication between home and school. Each of them is discussed with extended quotations that convey the voices of participants.

Aftercare

2020 ◽  
pp. 299-311
Author(s):  
Kenneth McK. Norrie
Keyword(s):  
Young People ◽  
Child Protection ◽  
Local Authority ◽  
Young Person ◽  
Continuing Care ◽  
Formal Care ◽  
Children And Young People ◽  
Care Leavers ◽  
Industrial Schools ◽  
And Training

Aftercare, the duties owed to young people after they leave formal care, has always been an inherent aspect of the child protection process in Scotland, perhaps more so indeed in the early days when the assumption was that child protection necessitated the permanent removal of the child from the parent’s care. Early aftercare obligations were primarily around assistance in finding employment for young people when they reached school-leaving age, though managers of reformatory and industrial schools also had obligations to supervise the young person who had left their care for three years or until their 21st birthday. Latterly, education and training grants were made available, as were other forms of financial assistance. Finally, the Children and Young People (Scotland) Act 2014 imposed on local authority the obligation of “continuing care” towards young people who had previously been “looked after” by the local authority, and on a range of public bodies to act as “corporate parents” to such care leavers.

Digital Literacy and Cultural Mediations to the Digital Divide

2011 ◽  
pp. 51-74
Author(s):  
Monica Fantin ◽  
Gilka Girardello
Keyword(s):  
Young People ◽  
Digital Divide ◽  
Digital Literacy ◽  
New Technologies ◽  
Media Education ◽  
Digital Inclusion ◽  
Children And Young People ◽  
Poverty And Inequality

This chapter discusses the digital divide from the perspective of education and culture and highlights the forms in which the problem is presented in Brazil, understanding that it is not exclusive to this context. Given the complex challenges to digital inclusion in the context of globalization, the chapter emphasizes that for children and young people to be able to appropriate new technologies and languages in a significant manner, the promotion of digital literacy should be realized with respect to the concept of multiliteracies. Digital inclusion means much more than access to technologies and is understood as one of the fronts in the struggle against poverty and inequality. The authors propose that the understanding of the digital divide be enriched with the valorization of cultural mediations in the construction of digital literacy. In this sense, a culturalist perspective of media education can promote digital inclusion that is an experience of citizenship, belonging, and critical and creative participation of children and young people in the culture.

From Altered Function to Restriction of Life

2021 ◽  
pp. 335-374
Author(s):  
Eric Taylor
Keyword(s):  
Young People ◽  
Neurodevelopmental Disorders ◽  
Premature Mortality ◽  
Adverse Outcomes ◽  
Economic Disadvantage ◽  
Mental Function ◽  
Children And Young People ◽  
Brain Functions ◽  
Peer Cultures ◽  
Over Time

This chapter traces the development of children and young people with neurodevelopmental disorders through their later childhood and teenage years. The pattern and severity of impairments in mental function influence their course over time. In addition, the courses fluctuate in response to a series of encounters with potentially harmful influences. Stigma is widespread in many cultures. Physical illness and injury and premature mortality are consequences of several psychiatric syndromes. Economic disadvantage is more frequent for families of disabled people and interacts with other family stresses. Transitions into school, peer cultures, puberty, work, and the virtual world of the internet all tend to take different forms for those whose brain functions are altered by comparison with the rest of the population. All these can be responsible for adverse outcomes of children and young people.

scholarly journals Strategies for the Prevention of Social Exclusion: An Analysis of the Children's Fund

2008 ◽  
Vol 37 (2) ◽  
pp. 251-270 ◽  
Author(s):  
MARIAN BARNES ◽  
KATE MORRIS
Keyword(s):  
Young People ◽  
Social Exclusion ◽  
Local Authority ◽  
Children And Young People ◽  
Multiple Dimensions ◽  
Marginalised Groups ◽  
The Social ◽  
Long Term Impact

AbstractThe Children's Fund involved the development of partnerships in every local authority in England to prevent the social exclusion of children and young people. This article draws from the national evaluation of this initiative to consider the strategies used to implement the Fund, and reflect on their capacity to address the multiple dimensions of exclusion experienced by marginalised groups of children and young people. It discusses the contested nature of the concept of social exclusion, but argues that this is a useful framework for understanding the processes by which children may become excluded and for assessing the capacity of strategies to address this. It concludes that the Children's Fund is likely to have limited long-term impact in this respect.

The Quality of Child Care in One Local Authority a User Study

1998 ◽  
Vol 22 (3) ◽  
pp. 34-41 ◽  
Author(s):  
Sally Baldry ◽  
John Kemmis
Keyword(s):  
Quality Assurance ◽  
British Journal ◽  
Child Care ◽  
Young People ◽  
User Study ◽  
Local Authority ◽  
User Studies ◽  
Children And Young People ◽  
London Borough

As part of a borough-wide quality initiative, the London Borough of Camden decided to undertake a number of user studies including one for its children looked after. The purpose of the study was to develop a quality assurance approach for the service for children and young people looked after by the local authority. It began by asking the young people for their views about the service they were receiving. Their feedback was to provide a check as to how far this was meeting the requirements and standards of the Children Act 1989 and the relevant regulations and guidance. The findings from this study were to be used by the local authority to decide how to improve the service. Sally Baldry and John Kemmis describe the approach used for this study and explore the main findings. First published as a research note in The British Journal of Social Work (1998), this is an expanded article taking into account other studies.

scholarly journals Developing Children and Young People's Participation in Strategic Processes: The Experience of the Children's Fund Initiative

2006 ◽  
Vol 5 (2) ◽  
pp. 177-188 ◽  
Author(s):  
Neil Spicer ◽  
Ruth Evans
Keyword(s):  
Young People ◽  
Local Authority ◽  
Children And Young People ◽  
Strategic Processes ◽  
The Uk ◽  
Government Initiative ◽  
Community Sector ◽  
Preventative Services

The extent of children's and young people's participation activities has increased considerably among statutory, voluntary and community sector organisations across the UK in recent years. The Children's Fund, a major government initiative launched in 2000, represents a systematic drive towards promoting children and young people's participation in planning, implementing and evaluating preventative services within all 149 local authority areas in England. Based on research carried out by the National Evaluation of the Children's Fund, this paper explores the experience of Children's Fund partnerships of engaging children and young people in strategic processes.

Digital Literacy and Cultural Mediations to the Digital Divide

2008 ◽  
pp. 310-340 ◽  
Author(s):  
Monica Fantin ◽  
Gilka Girardello
Keyword(s):  
Young People ◽  
Digital Divide ◽  
Digital Literacy ◽  
New Technologies ◽  
Media Education ◽  
Digital Inclusion ◽  
Children And Young People ◽  
Poverty And Inequality

This chapter discusses the digital divide from the perspective of education and culture and highlights the forms in which the problem is presented in Brazil, understanding that it is not exclusive to this context. Given the complex challenges to digital inclusion in the context of globalization, the chapter emphasizes that for children and young people to be able to appropriate new technologies and languages in a significant manner, the promotion of digital literacy should be realized with respect to the concept of multiliteracies. Digital inclusion means much more than access to technologies and is understood as one of the fronts in the struggle against poverty and inequality. The authors propose that the understanding of the digital divide be enriched with the valorization of cultural mediations in the construction of digital literacy. In this sense, a culturalist perspective of media education can promote digital inclusion that is an experience of citizenship, belonging, and critical and creative participation of children and young people in the culture.

scholarly journals Editorial

2012 ◽  
Vol 37 (4) ◽  
pp. 127-131
Author(s):  
Jennifer Lehmann
Keyword(s):  
Young People ◽  
Family Members ◽  
Children And Young People ◽  
Early Start ◽  
Professional Musician ◽  
The People

As we rapidly approach the end of another year, and think about Christmas and being with family members, we often remember the people and events that have had an impact on our development. One of the things that I remember most strongly is the routine established in our household which entailed an early start in the morning to practise music. I played the piano and my brother the violin. With our mother a professional musician, learning to play an instrument was an imperative and practice likewise. For us this meant rising by 6 each morning and doing an hour of practice before a quick breakfast and the usual rush to be ready for school. One of the enduring impacts for me has been the impossibility of sleeping in beyond about 7.30am, but there are others of much greater importance. I will refer to these as this editorial unfolds. The topic, as you might have guessed, is music and arts for children and young people.

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