scholarly journals Linguistic (il)legitimacy in Migration Encounters

Languages ◽  
2021 ◽  
Vol 6 (2) ◽  
pp. 66
Author(s):  
Petros Karatsareas
Keyword(s):  
Social Factors ◽  
Language Ideologies ◽  
Debt Crisis ◽  
Structured Interviews ◽  
Linguistic Differences ◽  
Linguistic Resources ◽  
Greek Cypriot ◽  
The Government ◽  
The Uk ◽  
Greek Migrants

Linguistic differences between groups of co-ethnic and/or co-national migrants in diasporic contexts can become grounds for constructing and displaying identities that distinguish (groups of) migrants on the basis of differences in the sociohistorical circumstances of migration (provenance, time of migration) and/or social factors such as class, socioeconomic status, or level of education. In this article, I explore how language became a source of ideological conflict between Greek Cypriot and Greek migrants in the context of a complementary school in north London. Analysing a set of semi-structured interviews with teachers, which were undertaken in 2018 as part of an ethnographically oriented project on language ideologies in Greek complementary schools, I show that Greek pupils and parents, who had migrated to the UK after 2010 pushed by the government-debt crisis in Greece, positioned themselves as linguistic authorities and developed discourses that delegitimised the multilingual and multidialectal practices of Greek Cypriot migrants. Their interventions centred around the use of Cypriot Greek and English features, drawn from the linguistic resources that did not conform with the expectations that “new” Greek migrants held about complementary schools and which were based on strictly monolingual and monodialectal language ideologies. To these, teachers responded with counter-discourses that re-valued contested practices as products of different linguistic repertoires that were shaped by different life courses and trajectories of linguistic resources acquisition.

scholarly journals Trade-based money laundering (TBML) empowers criminals to run free post-Brexit

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Mariola Jolanta Marzouk
Keyword(s):  
Developing Countries ◽  
Law Enforcement ◽  
Money Laundering ◽  
Subject Matter ◽  
Small Sample ◽  
Subject Matter Experts ◽  
Structured Interviews ◽  
Content Type ◽  
The Government ◽  
The Uk

Purpose This paper aims to provide unique empirical findings exploring the impact of the UK’s post-Brexit Economic Strategy to boost trade with developing countries on the UK banking sector’s ability to manage trade-based money laundering risks. Design/methodology/approach Exploratory research design that used structured literature review, followed by semi-structured interviews with key subject matter experts employed by large UK banks. Findings Both banks and law enforcement struggle to prioritise trade-based money laundering (TBML) intelligence discovery due to deficient skills, resources, technology and lack of strong regulatory stimulus. The regulated sector calls for the UK anti-money laundering (AML) reform that would better incentivise TBML deterrence, yet the Government underestimates the money laundering risks while trading with high-risk jurisdictions post-Brexit. Research limitations/implications The findings are based on a small sample of six semi-structured interviews with difficult to access population of key subject matter experts. Despite the small sample, participants provided well-articulated and informed insights. Practical implications The UK’s post-Brexit Economic Strategy to boost trade with developing countries downplays the TBML risks it carries. The findings should alert UK banks, law enforcement and the Government who will collectively bear the responsibility to effectively manage TBML while enabling smooth trading. Originality/value The research provides unique perceptions of UK banks’ senior subject matter experts on managing TBML threats from opportunistic criminals.

scholarly journals The Consequences of Apostasy: How Changing Core Social and Personal Religious Beliefs Affect Sense of Self, Mental Health, and Identity.

2020 ◽  
Author(s):  
Leyla Bolton ◽  
Association of Black Humanists ◽  
Andres Fonseca ◽  
Derek Tracy ◽  
Joseph M Barnby
Keyword(s):  
Mental Health ◽  
Social Relationships ◽  
Social Factors ◽  
Belief Change ◽  
Sense Of Self ◽  
Dynamic Interaction ◽  
Structured Interviews ◽  
Identity Crises ◽  
The Uk ◽  
The Relationship

Though previous research has highlighted the significant and typically positive ‘religion-health’ relationships, little attention has been paid to the psychological and social factors involved in, and resulting from absconding from religion, known as apostasy. This is despite popular culture referencing apostasy as a lonely and distressing experience. Our study qualitatively investigated the experiences and perceptions of those undergoing religious belief change and whether this made participants more vulnerable to poorer mental health. Using grounded theory and semi-structured interviews, we explored these experiences in 13 members of the UK-based Association of Black Humanists, including how they arrived at their belief change and how they felt that this may have impacted their social relationships. Thematic analysis determined a dynamic interaction between perceived predisposing factors, triggers and maintenance. Furthermore, the data suggest the relationship between apostasy and one’s sense of self and mental health to be influenced by identity crises and moderated by protective factors, such as social support. Findings are discussed against previous research and recommendations are made for future investigation.

scholarly journals JĘZYK I TOŻSAMOŚĆ W RODZINIE TRANSNARODOWEJ: STUDIUM PRZYPADKU

Neofilolog ◽  
2018 ◽  
pp. 155-169
Author(s):  
Emilia Wąsikiewicz-Firlej
Keyword(s):  
Language Policy ◽  
Language Ideologies ◽  
Language Socialization ◽  
Minority Languages ◽  
Structured Interviews ◽  
Japanese Family ◽  
Transnational Family ◽  
Family Language ◽  
Role Of Parents ◽  
The Uk

The following paper analyses child language socialization in a multilingual transnational family from the perspective of the emerging concept of family language policy (FLP). The central assumption of FLP is the crucial role of parents’ language ideologies in their children’s language socialization and construction of their widely-understood identity. The participants of the undertaken case study were three members of a Polish-Japanese family residing in the UK. The inquiry was based on a series of semi-structured interviews with individual family members and cyclical observation of the whole family over the period of 13 months. The results showed certain discrepancies between the language ideologies and practices of the parents, as well as difficulties in managing the family’s language policy that was to a large extent shaped by the child’s individual preferences and educational needs, often irrespective of the parents’ plans or intentions. Generally, the study reported essential difficulties in maintaining the child’s multilingualism due to a limited use of the minority languages (Japanese and Polish) at the cost of the majority language (English). 

scholarly journals Exploration of attitudes regarding uptake of COVID-19 vaccines among vaccine hesitant adults in the UK: A qualitative analysis.

2021 ◽  
Author(s):  
Sarah Denford ◽  
Fiona Mowbray ◽  
Lauren Towler ◽  
Helena Wehling ◽  
Gemma Lasseter ◽  
...  
Keyword(s):  
Vaccine Uptake ◽  
Health Campaigns ◽  
Structured Interviews ◽  
First Results ◽  
Understanding Of Science ◽  
The Government ◽  
Public Health Campaigns ◽  
The Individual ◽  
The Uk

Abstract Background The aim of this work was to explore barriers and facilitators to uptake of COVID-19 vaccines and to explore views and reactions to efforts to improve vaccine uptake among those who were vaccine hesitant. Methods Semi-structured interviews were conducted with people between the age of 18-29 years who had not had a COVID-19 vaccine, and those between 30-49 years who have not received a second dose of a COVID-19 vaccine (more than 12 weeks after receiving a first). Results A total of 70 participants took part in the study, 35 participants had received one dose of the vaccine, and 35 had not received any vaccine. Participants described a possible willingness to be vaccinated to keep themselves and those around them safe, and to avoid restrictions and return to normal. Barriers to uptake included: 1) perceived lack of need for COVID-19 vaccinations, 2) concerns about the efficacy of vaccinations, 3) concerns about safety 4) access. Uptake appeared to be influenced by the age and health status of the individual, trust in government and knowledge and understanding of science. Introduction of vaccine passes may provide a motive for having a vaccine but may also be viewed as coercive. Conclusion Participants were hesitant, rather than opposed, and had questions about their need for, and the safety and efficacy of the vaccine. Young people did not consider themselves to be at risk of becoming ill from COVID-19, did not think the vaccination was effective in preventing infection and transmission, and did not think sufficient research had been conducted with regard to the possible long-term side-effects. These concerns were exacerbated by a lack of trust in the government and misunderstanding of science. In order to promote uptake, public health campaigns should focus on the provision of information from trusted sources that carefully explains the benefits of vaccination and addresses safety concerns more effectively. To overcome inertia in people with low levels of motivation to be vaccinated, appointments must be easily accessible.

scholarly journals Entrepreneurial architecture in UK universities: still a work in progress?

2019 ◽  
Vol 25 (2) ◽  
pp. 281-297 ◽  
Author(s):  
Lynn M. Martin ◽  
Izzy Warren-Smith ◽  
Gemma Lord
Keyword(s):  
Knowledge Exchange ◽  
Phenomenological Approach ◽  
The European Union ◽  
Third Mission ◽  
Structured Interviews ◽  
Content Type ◽  
Short Period ◽  
Social Architecture ◽  
The Government ◽  
The Uk

PurposeUK higher education has faced an unprecedented period of change due to multiple UK governmental policies over a short period – coupled with demographic change and the vote to leave the European Union. This pressures universities to meet third mission aims by engaging effectively with society and business, generating income in the process to address reduced funding. Support from the UK Government includes over 20 years of funding for universities to develop entrepreneurial structures and processes, termed entrepreneurial architecture (EA). While the government regularly collects data on funds generated through third mission activities, less is known about how EA is perceived by those inside the university. The purpose of this paper is to meet that gap by exploring the perspectives of those employed specifically as part of EA implementation, as knowledge exchange intermediaries.Design/methodology/approachThe study takes a phenomenological approach to achieve deeper insights into those routines and norms resulting from the application of EA. This is a purposeful sample with what is reported to be an under-researched group (Hayter, 2016); those employed as internal knowledge intermediaries across 15 universities (two from each). These university employees are specifically charged with business engagement, knowledge exchange and research commercialization; their contracts are funded and designed as a part of the EA rather than for research or teaching. An initial pilot comprising four semi-structured interviews indicated suitable themes. This was followed up through a set of three interviews over 18 months with each participant and a mapping of EA components at each institution.FindingsDespite EA strategies, the picture emerging was that universities had embedded physical components to a greater or lesser degree without effective social architecture, shown by conflicts between stated and actual routines and norms and by consistent barriers to third mission work. Power and perceived power were critical as participants felt their own worth and status was embedded in their senior manager’s status and power, with practical difficulties for them when he or she lost ground due to internal politics.Research limitations/implicationsThe benefits of this study method and sample include deep insights into the perspectives of an under-reported group. The purposeful sample might be usefully expanded to include other countries, other staff or to look in depth at one institution. It is a qualitative study so brings with it the richness, insights and the potential lack of easy generalizability such an approach provides.Practical implicationsIn designing organizations to achieve third mission aims, EA is important. Even where the structures, strategies, systems, leadership and culture appear to be in place; however, the resulting routines and norms may act against organizational aims. Those designing and redesigning their institutions might look at the experience suggested here to understand how important it is to embed social architecture to ensure effective actions. Measuring cultures and having this as part of institutional targets might also support better results.Social implicationsGovernments in the UK have invested resources and funding and produced policy documents related to the third mission for over 20 years. However, the persistent gap in universities delivering on policy third mission aims is well documented. For this to change, universities will need to ensure their EA is founded on strong underlying supportive cultures. Knowledge sharing with business and community is unlikely when it does not happen in-house.Originality/valueThe study adds new knowledge about how EA is expressed at individual university level. The findings show the need for more research to understand those routines and norms which shape third mission progress in UK universities and how power relations impact in this context, given the pivotal role of the power exerted by the senior manager.

scholarly journals Toward Improved Triadic Functioning: Exploring the Interactions and Adaptations of Coaches, Parents and Athletes in Professional Academy Soccer Through the Adversity of COVID-19

2021 ◽  
Vol 12 ◽  
Author(s):  
James Maurice ◽  
Tracey J. Devonport ◽  
Camilla J. Knight
Keyword(s):  
Parent Education ◽  
Thematic Analysis ◽  
Relationship Development ◽  
Interpretive Description ◽  
Structured Interviews ◽  
Optimal Functioning ◽  
Technological Skills ◽  
The Government ◽  
And Performance ◽  
The Uk

On March 23rd, 2020, elite soccer academies in the UK closed in compliance with the government enforced lockdown intended to contain the COVID-19 pandemic. This forced parents, players, and coaches to reconsider how they interacted with, and supported, one another. The aims of the present study were (a) to explore the perceptions of players, parents, and coaches (i.e., the athletic triangle) regarding how they interacted and collaborated with one another during the COVID-19 pandemic to support wellbeing and performance, and; (b) to identify opportunities to enhance workings of those within the athletic triangle resulting from adaptions made following enforced lockdown. Using an interpretive description methodology, semi-structured interviews were conducted with five coaches, six players, and six parents from an English elite academy soccer club. Interviews were analyzed using thematic analysis. Findings highlighted (a) the importance of support and the different means of communication used between members of the athletic triangle to facilitate such support; (b) the increased understanding of each member of the athletic triangle, leading to enhanced relationships, and; (c) how members of the athletic triangle adapted practice to facilitate relationship development during the pandemic and beyond. The identification of these considerations has implications for coach and parent education initiatives to allow for optimal functioning of the athletic triangle as elite academy soccer clubs return from lockdown. These include (a) the importance of continued communication between coach, athlete and parent; (b) increasing understanding of each individual within the athletic triangle; and (c) utilizing key interpersonal and technological skills learnt during the lockdown to further facilitate engagement within the athletic triangle.

Investigating work-integrated learning and its relevance to skills development in degree apprenticeships

2020 ◽  
Vol 10 (5) ◽  
pp. 767-781
Author(s):  
Iro Konstantinou ◽  
Elizabeth Miller
Keyword(s):  
Higher Education ◽  
Professional Identity ◽  
Exploratory Research ◽  
Integrated Learning ◽  
Structured Interviews ◽  
Content Type ◽  
The Government ◽  
Work Integrated Learning ◽  
Public And Private Sector ◽  
The Uk

PurposePrevious research suggests that higher education provision, the government's knowledge-based economic agenda and the attributes employers look for in graduates are not always aligned, leading to a skill shortage and the production of graduates who are not “work ready”. Degree apprenticeships (DAs) are well placed to address this gap because employers are involved in both the design and delivery of higher education and work with higher education institutions (HEIs) to develop the skills both parties believe graduates need through work-integrated learning (WIL). This paper will address how DAs can be utilised to that purpose.Design/methodology/approachThis paper draws on data collected from students, ranging from their first to final years, enrolled in the Chartered Manager Degree Apprenticeship (CMDA) programme at a higher education provider in London, UK. The national context of the UK is crucial both because of how DAs have been introduced by the government; how the pedagogical implications defer from other national contexts and work based provision and also because there are clear contrasts in how the private and public sector in the UK are “using” degree apprentices. The authors adopted an exploratory research design using semi-structured interviews and focus groups.FindingsThe authors argue that a reflective approach in assessed coursework, in conjunction with an explicit focus on the skill development of students, can enhance the experience of degree apprentices completing WIL modules. The authors highlight the potential of WIL modules in advancing the ability of degree apprentices to reflect on their practice while they are working and studying, a process which can have long- term benefits to their professional identity. The authors draw attention to the affordances given to apprentices to develop their professional identity drawing comparisons between the public and private sector in the UK.Originality/valueThis paper adds to the work on DAs and WIL currently being undertaken in the UK. By exploring the case study of a cohort of DAs engaging in productive reflection with regards to the skills they develop at the workplace and in the classroom, the authors point to a way in which module development can integrate such reflective elements.

scholarly journals The UK’s shifting diasporic landscape: negotiating ethnolinguistic heterogeneity in Greek complementary schools post-2010

2021 ◽  
Vol 2021 (269) ◽  
pp. 99-121
Author(s):  
Petros Karatsareas
Keyword(s):  
Critical Role ◽  
Educational Opportunities ◽  
Structured Interviews ◽  
Qualified Teachers ◽  
Greek Cypriot ◽  
The Uk

Abstract An estimated 65,000 Greek citizens migrated to the UK in 2010–2016, many of whom with the prospects of long-term settlement and with a view to provide better socioeconomic and educational opportunities to their children. Their arrival was felt across many sections of life both within and beyond the country’s pre-existing Greek-speaking communities. In this article, I present findings on how the arrival of Greek pupils, parents and qualified teachers diversified Greek complementary schools, which were previously run primarily by and for the Greek Cypriot community, and on the critical role language played in the process. Drawing on data from a set of semi-structured interviews with teachers and placing my investigation against the historical backdrop of migration from Greece and Cyprus to the UK, I show how teachers portrayed post-2010 migration as a much needed, albeit not always welcome, boost in ethnocultural vitality; how it helped to perpetuate the hierarchisation of standardised and non-standardised varieties of Greek and the stigmatisation of the multilingual and multidialectal repertoires of people with a Greek Cypriot background; and, how it put a strain on the ties that have historically brought the Greek and Greek Cypriot communities together in the context of the UK diaspora.

Men’s sheds: the perceived health and wellbeing benefits

2018 ◽  
Vol 22 (2) ◽  
pp. 101-110 ◽  
Author(s):  
Lois Crabtree ◽  
Anthea Tinker ◽  
Karen Glaser
Keyword(s):  
Design Methodology ◽  
World Health Organisation ◽  
World Health ◽  
Structured Interviews ◽  
Content Type ◽  
Health And Wellbeing ◽  
The Government ◽  
The Uk ◽  
Larger Sample ◽  
Practical Implications

Purpose The purpose of this paper is to explore older men’s perceptions of the health and wellbeing benefits of participating in men’s sheds. Design/methodology/approach Qualitative semi-structured interviews with eight men aged 65 and over from men’s sheds in London. Interviews were audio recorded and transcribed by hand, and analysis was conducted through coding of the transcripts. Findings The results of this study suggested that men’s sheds improved older men’s perceived level of social interaction, men’s outlook, led to self-reported improvements in depression, and all perceived themselves to be fitter since joining. Despite the research being conducted in an urban area, it highlighted the lack of prior community engagement. Research limitations/implications The sample size used in the research was small and may not be representative of other men’s sheds in different areas, therefore further research with a larger sample should be conducted. Practical implications A health policy dedicated to males which includes the promotion and funding of men’s sheds, such as in Ireland, should be considered by the government. In addition, clinical commissioning groups should recognise men’s sheds as a non-clinical alternative for their patients through social prescribing in general practice. Finally, in order to achieve the World Health Organisation initiative of creating “age friendly cities” community groups such as men’s sheds need to be promoted and further utilised. Originality/value There has been little research in the UK.

scholarly journals Sociocultural aspects of takeaway food consumption in a low-socioeconomic ward in Manchester: a grounded theory study

BMJ Open ◽  
2019 ◽  
Vol 9 (3) ◽  
pp. e023645 ◽  
Author(s):  
Jennifer Blow ◽  
Sumaiya Patel ◽  
Ian G Davies ◽  
Rebecca Gregg
Keyword(s):  
Grounded Theory ◽  
Social Factors ◽  
Food Choice ◽  
Comparative Method ◽  
Constructivist Grounded Theory ◽  
Sociocultural Factors ◽  
Personal Factors ◽  
Structured Interviews ◽  
Low Socioeconomic ◽  
The Uk

ObjectivesTakeaway foods form a growing proportion of the UK diet. This consumption is linked with poor health outcomes due to their adverse nutritional profile. However, there is little research regarding the sociocultural context surrounding the consumption of takeaway meals. This research aimed to explore the sociocultural factors that influence the consumption of takeaway foods.DesignThe study employed constructivist grounded theory (GT) methodology. Data were collected using one-to-one semi-structured interviews from an inner-city area of Manchester (Rusholme). Data sorting and analysis was implemented using the GT constant comparative method.SettingRusholme, Manchester, UK.ParticipantsAdult participants (aged 18 to 65 years) consuming takeaway meals at least once/month were recruited using social media and community settings.Results13 participants were interviewed (female 69%, mean age=38 years). Three superordinate themes were derived from data: social factors, personal factors and resources. Social Factors included the influence of routines and traditions, influential others and a sense of community in the bonding and affirming of relationships. Personal Factors explored the subordinate themes of controlling damage and values relating to food choice. The third theme ‘Resources’ included time, availability, cost and quality.ConclusionThis study shows the sociocultural influences on food choice decisions are complex and may go beyond access and availability. Any policy change to limit takeaway consumption should acknowledge these vital processes in food choice to inform targeted effective approaches.

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