This open access book looks critically at how education, migration and development intersect and interact to shape people, communities, societies, ideas, values, and action at local, national and ...international levels. Written by leading scholars and practitioners based in Belgium, China, Columbia, Ethiopia, India, Lebanon, Mongolia, South Africa, the UK and the USA, the book introduces the reader to how such interactions play out through a series of case study examples drawn from across the globe. It explores education in all its forms and raises critical questions about its purpose and value in different low- and middle-income contexts and settings, in the context of migration. The contributors engage with the multiple reasons why people move, and also consider how people and societies are shaped not just by the movement of humans but also of ideas, concepts and values across different national and international contexts. The chapters cover a range of topics and themes including gender and feminisation, dignity, internal migration, migrant camps, museum pedagogies, migrant teachers and migrant identities. The book decentres dominant theories and ideas emerging in global north scholarship and prioritises empirical studies conducted in relation to low- and middle- income country contexts written by scholars from those contexts where possible.
This open access book critically explores how education, migration and development intersect and interact to shape people, communities, societies, ideas, values, and action at local, national and ...international levels. Written by leading scholars and practitioners from across the globe, the book introduces the reader to how such interactions play out through a series of illustrative case studies drawn from scholarship and empirical research conducted in the global South. It considers education in all its forms and raises critical questions about its purpose and value in contexts of migration and (im)mobility across a range of low- and middle-income settings. The contributors engage with the multiple reasons for migration, and also consider how communities and societies are shaped not just by the movement of people but also of ideas, resources, norms, and values across different national and international contexts. Collectively the chapters offer new insights into: the considerations for education and international development that emerge when we apply a migration lens; key theoretical frameworks and approaches which can help us understand the education-migration-nexus; the opportunities and challenges that migration and (im)mobility create for education in contexts of development; emerging dilemmas regarding how best to promote justice, equity and wellbeing in and through education in contexts of migration; and how gendered and other inequalities are core considerations in the education-migration-development nexus. The book concludes with some reflections by the editors on cross-cutting themes generated through the volume, including some directions for future research. The eBook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollection.com. Open access was funded by Knowledge Unlatched.
This open access book, originally published in Portuguese in 1988 and now available in English for the first time, describes the Brazilian educator, Antonio Leal's, experiences teaching so-called ...“unteachable” children in Rio de Janeiro’s favelas. A Voice for Maria Favela tells the story of how Leal considers what the children bring to the class, gradually engaging them in developing a narrative about Maria Favela, a single mother and housemaid. Leal uses the sounds within the story to draw out the students’ abilities to see enunciation and articulation as a process of becoming literatized. A contemporary and admirer of Paulo Freire, Leal nevertheless recognised that his students’ needs could not be theorized along Freirean lines of oppressor/oppressed. He devised an emancipatory approach that is more focussed on the individual child and their capacity for self-expression than those often found in critical pedagogy. The book puts forward a unique type of radical pedagogy and philosophy of education, developed through direct classroom observation. The book includes a substantial introduction written by the translator Alexis Gibbs (University of Winchester, UK) and preface by Inny Accioly (Fluminense Federal University, Brazil). The eBook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollections.com.
While much has been written about the rights and best interests of unaccompanied children arriving in the UK and Europe, there has been very little focus on what happens when 'children' make the ...transition to institutional 'adulthood' at 18. This critical time for young people can variously mark being granted legal status, facing indefinite periods of waiting and insecurity, becoming 'illegal', or being detained and subsequently deported, commonly followed by re-migration. Drawing on in-depth and longitudinal ethnographic work with unaccompanied asylum-seeking young men from Afghanistan, the paper adopts a capabilities approach to explore what young people are able to 'do' and 'be' according to what they most value, and the intrinsic link between fulfilling these capabilities and a sense of wellbeing. It demonstrates a constant process of compromise and trade-off between what young people need to forego in the present in order to secure the viable futures they strive for.
This article considers the relevance of the notion of ontological security – a sense of order, stability, routine and predictability to life – to contemporary conceptualisations of wellbeing. Drawing ...on in‐depth interviews with unaccompanied young people seeking asylum in the UK, it demonstrates how a positive sense of self and being able to visualise a place and role in the world into the future were integral to their notion of wellbeing, offering an important counter to the pervasive sense of living in limbo. The article argues that this fundamental need for a projected self is largely neglected in contemporary discussions on wellbeing. To date the idea of security as a determinant of wellbeing has been primarily constructed around the notion of protection from harm and the provision of the requirements for physical, emotional, economic and social wellbeing in the here and now. Findings from this research suggest that those providing services and support to young people who have experienced trauma need to consider how they might best nurture in them a sense of place, belonging and security into the future. Equally, they have implications for how we conceptualise and operationalise wellbeing more generally.
Trauma-informed (T-I) approaches to working with vulnerable people have gained popularity in practice but are rarely used in academic research and little is known about the challenges of conducting a ...T-I approach to participatory research. This paper reflects on our experiences of a participatory peer research project involving unaccompanied young people seeking asylum (16–25 years) during the Covid-19 pandemic. Whilst the project adhered to a robust ethical framework, it became apparent at an early stage in the empirical phase that our methods needed to acknowledge and accommodate the trauma of those involved in the project much more thoughtfully and effectively than our ethical framework suggested. With this in mind, we set about identifying the key elements of a T-I approach to research and how these might add value to research with vulnerable and marginalised populations. Our model of a T-I approach to peer research is framed around five core principles: working reflectively with those with lived experience; contextualising trauma; nurturing trust; showing care; and empowering those involved in and affected by the research.
Scheff (2000, 2003) has argued that shame, while recognised as a social emotion, is frequently explored outside of the social matrix and with limited reference to its role in human behaviour. Drawing ...on empirical qualitative research with adults living in poverty in the UK, this article illuminates a) how the co-construction of shame (feeling shame and being shamed) is fundamental in framing how people living in poverty respond to the social demands on them; and b) how shame as a phenomenon may also take on a dynamic of its own, ultimately used by those feeling shame to distance themselves from the socially constructed and denigrated 'Other' (Lister, 2004). The article shifts the analysis beyond shame arising from a threat to the immediate 'social bond' (Lewis, 1971), instead presenting it as a social fact which not only undermines human dignity but risks the atomisation of modern society.
This paper sheds light on the ambiguous position of children who migrate without a parent or guardian as they become adults in the European Union (EU). Through a critical analysis of three prevailing ...frames ('best interests', 'durable solutions' and 'belonging'), which largely inform policy and practice related to this group, it explores the tension between policy assumptions and what we know of the lived experiences and aspirations of these young people. It ultimately reveals a policy framework shaped by a state-centric view of migration, a static conception of belonging and a bias towards a political preference for return. Such a stance underestimates young people's agency and willingness to embrace risk in their efforts to secure a viable future. The net result is policy which fails to offer a 'durable solution' or act in the 'best interests' of individual migrant young people or of society as a whole.
Group I introns are catalytic RNAs capable of orchestrating two sequential phosphotransesterification reactions that result in self-splicing. To understand how the group I intron active site ...facilitates catalysis, we have solved the structure of an active ribozyme derived from the orf142-I2 intron from phage Twort bound to a four-nucleotide product RNA at a resolution of 3.6 A. In addition to the three conserved domains characteristic of all group I introns, the Twort ribozyme has peripheral insertions characteristic of phage introns. These elements form a ring that completely envelops the active site, where a snug pocket for guanosine is formed by a series of stacked base triples. The structure of the active site reveals three potential binding sites for catalytic metals, and invokes a role for the 2' hydroxyl of the guanosine substrate in organization of the active site for catalysis.
This paper presents findings from a Department of Health-funded study into the emotional well-being of young people seeking asylum on their own in the UK. It discusses how young people accounted for ...only partly disclosing information about the circumstances surrounding their quest for asylum and subsequent aspects of their lives since arriving in the UK. Foucault's panoptic mechanism and its focus on the effects of power as dispersed through scrutiny are applied as a theoretical framework to contextualise these experiences. The paper shows that young people's decisions about how much of their current or past lives they share with others are more complex than indicated by earlier research. The paper argues that, for many young people, the predominant impetus for selective disclosure was a desire to retain a degree of agency as they navigated their way through immigration, asylum, social care, health and education systems and simultaneously sought to establish themselves in the social world. These findings have implications for how social care (and other) professionals engage and work with young people seeking asylum alone.
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