Competition or cooperation? Jewish day schools,synagogues and the (re)construction of young people’s Jewish identities in England

Diasporic synagogues have historically provided a number of educational and social functions. However, the growing popularity of state-funded Jewish schools in England necessitates analysis of these institutions’ changing roles and their implications for performances of Jewishness. Drawing upon interviews with rabbis, and interviews and focus groups with parents and students at a Jewish school, this article demonstrates three challenges for synagogues associated with the recent growth in Jewish day schooling: the instigation of instrumental attendance at services in order to secure a school place; and the co-option of synagogues’ traditional functions as both education and social centres. In the process, it illustrates how conceptualisations of Jewish identity are contested, resulting in discrepant attitudes towards Jewish education. Consequently, the article contributes to understandings of the spaces in which young people practise their Jewishness, and highlights the challenges for community leaders in ensuring that Jewish schools and synagogues cooperate rather than compete.     

When transport becomes a destination: deaf spaces and networks on the Mumbai suburban trains

ABSTRACT

This article considers dense social interactions in commuter trains and their crucial role within city-wide networks. Literature on social interactions in public transport has focused on how commuters have short interactions with each other, or constitute groups of train friends, but without situating them in wider geographies. The article focuses on deaf people in the Mumbai metropolis who travel in compartments reserved for disabled people, chatting and exchanging news and information. These spatial practices are facilitated by the peninsular geography and train infrastructure of Mumbai. In order to produce deaf spaces, where deaf sociality and sign language use are the organizing principles, deaf people strategically board particular trains and particular compartments, and sometimes remain in the train beyond their original destination. Mobile phones are used to coordinate these meetings. The diversity of people meeting in the train is high, such as with regard to gender, age, religion, caste, class and divisions are either perpetuated or abated. Because these compartments provide a diverse range of deaf people a space for daily meetings on the way to and from their (mostly hearing) work places and families; they are very important spaces to maintain and expand networks in the wider Mumbai deaf community.     

A critical approach to discipline of human geography as an apparatus for state hegemony in Turkey

This study examines the hegemony of political power on the discipline of human geography in Turkey. Throughout the history of the country, human geography curricula have been aligned with the nationalist and hegemonic power politics of state authorities instead of being guided by universal norms, thus ignoring Turkey’s sociopolitical and cultural geography. This is reflected in the contents of human geography text books at the high school and college level. Similarly, the subjects of articles that have appeared in the 12 academic geography journals published in Turkey within the last 71 years also support this claim. The intervention of political power in the academic identity of human geography and the efforts to align human geography curricula with a certain ideological view have resulted in the emergence of apolitical geographers, who remain deaf and blind to social issues. This study analyzes the negative features of human geography education curricula and their political implications in Turkey, and proposes several recommendations.     

Becoming (ethnic minority) teenagers: a practice study of emotional well-being at a Danish sports school

This article explores how everyday school life interacts with students’ practices of ‘becoming teenagers’ at a Danish school, analysing how age and ethnicity intersect with emotional well-being. The article builds on an ethnographic study at a public sports school following ethnic minority and majority students in two school classes from the fifth to seventh grades. Taking a practice approach, the article first analyses school as a social site before turning phenomenological attention to experiences and expectations of becoming teenagers, focusing on the experiences of ethnic minority students. The article addresses how school as social site constituted by discursive, material and social arrangements shapes a normative linear process of becoming at school, that is, becoming a responsible, healthy, Danish citizen. Consequently, dissonance between embodied being and expected normality affects the emotional well-being of ethnic minority students, whose transnational practices are constrained within a national practice architecture.     

Complicating hetero-normative spaces at school formals in New Zealand

The school formal in New Zealand constitutes a rich site of analysis for researchers interested in gender and sexuality performances. As a social space, the formal both shapes bodies and is shaped by them. In this article, we explore the school formals of three different types of schools: a single sex girls’, a single sex boys’ and a co-ed. high school, all from an urban centre. Using the theoretical tools provided by poststructuralism and queer theory, we conducted a discourse analysis of observations conducted by the first author at two school formals, interviews with staff and students and interviews with peer researchers. We demonstrate how same-sex practices do not necessarily map onto queer bodies, masculinity onto ‘male’ bodies or femininity onto ‘female’ bodies. Such fluidity challenges the rigid heterosexual/homosexual and masculine/feminine binaries so that schools are more inclusive of gender and sexual diversity.     

Intersections of Gender/Sex,Multiculturalism and Religion: Young Muslim Minority Women in Contemporary Bali

This article examines the experience of Muslim female students in high schools in Bali. Since the religion of the majority of the population of Bali is Balinese Hinduism, these young women are part of a Muslim minority – unusual in Indonesia. Data were obtained through interviews and ethnographic fieldwork conducted in 2010. Interviewees were mainly Muslim students, but teachers and Muslim parents were also consulted. Some of the students are a minority within a state senior high school, and some attend a private Islamic school in Denpasar. Interviewees identified choice of school and the wearing of the jilbab (Islamic head-scarf) as issues for them in their everyday lives. The Islamic school is (mis-)perceived as a morally safe environment by parents. The state school does not allow the wearing of the jilbab, showing the limits of multiculturalism in Bali. While the jilbab should express piety and morality, there is some hypocrisy among some young jilbab-wearing women. Some young women have internalised the Balinese objection to poor Muslim immigrants, and feel inferior when they wear the jilbab. The data suggest that their female sex/gender flags their unequal Muslim-minority status in ways that Muslim-minority men do not experience.     

Mobilising non-participant youth: using sport and culture in local government policy to target social exclusion

ABSTRACT

The role of sport and cultural practices in policy initiatives tends to be assessed in both cases in terms of their assumed social benefits. However, the areas of sport and culture are often understood separately in research. Through an analysis of interviews with key local policy-makers and civil servants in two Swedish municipalities, the aim of this article is to explore how sport and culture are formed as means to promote social policy objectives regarding young people. In addition, we reflect on the political significance of this in relation to the development of local policy. The analysis demonstrates how a discourse of urban segregation and unequal opportunities underpins actions to mobilise non-participant and at-risk youth. This is achieved by establishing centres for sport and culture, and by enabling an educational approach which focuses on participation, empowerment and good citizenship. Reasons for mobilising practices involving culture and sport overlap, though each area of policy appears to be differently underpinned by discourses of enlightenment and conformity. Differences in emphasis between the discourses on sport and culture are discussed in relation to scientific discourse on the social utility of each policy area.     

Touring as labour: mobilities and reconsideration of tour guiding in everyday life

Abstract

The research adopts the mobilities approach to examining the everyday experience of tour guides. Scholars tend to highlight guides as service providers and cultural brokers, whose activities and feelings seem to be subordinate to tourism consumption. In contrast, the research moves beyond the context of business and economy and seeks to resituate tour guiding in ordinary life. It draws on the ethnographic fieldwork in Sanya, a coastal city in south China, and adopts the methods of secondary data collection, interviews and participant observation for data generation. Specifically, the research scrutinises how tourism mobilities are embedded into the production of local guides’ daily practices, emotions and feelings. Tour guiding is characterised by movement/stillness, instability and contested meanings. On working days, guides travel with tourists between scenic sites, receiving unstable income. The mobile work greatly shapes their everyday rhythms, social networks, familial lives and identities. On jobless days, guides are likely to confine ordinary practices to residence and suffer from deep anxiety. Immobilities arouse their feelings of inability and worries about the future, thus lowering their expectations of career and personal development. The research problematises the idiosyncrasy of tour guiding and underscores its close relationship with the production of everyday practices and experience, thus giving a wider view on tourism work. In so doing, it also enriches our understanding of the complexity of tourism mobilities and contributes to the debate on the de-differentiation of tourism.     

'It feels like being Deaf is normal': an exploration into the complexities of defining D/deafness and young D/deaf people's identities

In this article we examine the ways in which young D/deaf British people express and experience their identities and how their D/deafness intersects with other self‐identifications. We examine the controversial debates within D/deaf communities, cultures and studies about D/deafness as disability versus D/deafness as linguistic minority. We explore the ways in which 'Deaf ' and 'deaf ' definitions and identities contradict, overlap, coexist and compete. At the same time we discuss the problems with binary constructions of deaf/hearing or Deaf/deaf for capturing the full experiences of young D/deaf people's lives. We consider the reasons why there is such a dearth of research within the social sciences which focuses on young D/deaf people's lives and discuss the complexities of conducting this type of research. Young D/deaf people's articulations of identities and cultural experiences are presented. We conclude with suggestions for researchers and also with a hope that the current D/deaf challenges towards the hearing world and deaf challenges within the Deaf world may bring future possibilities and opportunities for D/deaf young people in the U.K.     

Critical voices from adolescent ‘shape shifters’ – accessing portraits in ‘Becoming Educated’

What young people have to say about schooling can be most revealing, particularly when they expose and challenge the injustices and logic of school policies and practices. This paper captures voices from secondary school students from a school in Victoria, Australia, as part of a research project called Becoming Educated. The paper explores a particular geography of youth around the notion of ‘shape shifter’ as it relates to young people's education in two ways: first, in understanding the changing roles and identities of students as observers of, and participants in, education policies and practices; and second, as a way of interpreting the intent of those who ‘shape’ new ideas and policies to create a kind of ‘temporary alteration of outside appearances for the purpose of deception’ [Merchant, B. 1995. “Current Educational Reform: ‘Shape-shifting’ or Genuine Improvements in the Quality of Teaching and Learning?” Educational Theory 45 (2, Spring): 251–268]. The latter has a particularly significant impact on the former, and this paradox is not one that goes unnoticed by young people.     

'MOVING AROUND': THE SOCIAL AND SPATIAL MOBILITY OF YOUTH IN LUSAKA

Claims have recently been made for a 'mobilities paradigm' which is challenging the relative 'a-mobile' focus of much of the social sciences. The agenda drawn up for this mobilities paradigm is clearly based on Northern trends with little consideration of the South. African populations have always been mobile but little is known about the mobility of urban populations and in particular of the youth, who constitute a large proportion of the population. This paper explores the daily and residential mobility of young people in Lusaka building upon interviews held with low- and middle-income youth. The aim is to contribute to discussions of: how mobility varies by gender and class; the links between spatial mobility and social and economic mobility; the nature of the relationship between patterns of mobility and residential structure; and how examining mobility can illuminate many other aspects of young people's lives. Overall the picture emerging from Lusaka is rather bleak. In a context of spiralling economic decline and rising HIV/AIDS rates, the social mobility of youth is predominantly downwards which is reflected in the residential and daily mobility patterns of the young people. There is a strong link between young people's mobility and their livelihoods, an aspect of mobility that is widespread in the South but largely overlooked by the emerging mobilities paradigm.     

Collapsing contexts: social networking technologies in young people’s nightlife

In the latest discussions of children and young people’s new geographies of leisure and pleasure, one controversial issue has been how digital technologies co-produce and reconfigure young people’s everyday worlds. This article draws on semi-structured interviews with 40 young people who regularly use social networking technologies in their nightlife experiences in Zurich and Lausanne, two nightlife hubs in Switzerland. Informed by Danah Boyd’s concepts of ‘collapsing contexts’ and ‘imagined audiences’, this article enables a critical engagement with young people’s emerging understanding of their nightlife contexts, which are increasingly permeated by networking technologies. I show how social networking spaces facilitate the coming together, or collapse, of various social contexts which induce young people to imagine multiple audiences, including authority figures, in their nightlife practices. These collapsing contexts and imagined audiences, I argue, present new perspectives on debates about control and surveillance in young people’s contemporary urban nightlife.     

Moving with practices: the discontinuous,rhythmic and material mobilities of leisure

When considering mobilities within social life, researchers have emphasized the importance of enactment and embodied practices. Yet such understandings of practice as praxis—human action in general—have often left the relationship between practices and mobilities vaguely characterized. This paper therefore engages with an understanding of practices as praktik—distinct patterns of social action made up of interconnected elements—in order to explore how people move not only with cars and trains but also with practices. Praktik provides a context for studying the multiple mobilities of people, objects and ideas, highlighting important dynamics of performance and units of study. Leisure subcultures, the empirical focus of the paper, are important social practices and yet limited attention has been given to how they rely upon and are constituted by mobilities. Drawing upon a qualitative study of patchwork quilting and bird watching, the paper demonstrates that enacting leisure is inextricable from enacting discontinuous mobilities. Enthusiasts' goals lead to common experiences of travelling-in-anticipation and travelling-in-disappointment, while the systematic circulation of objects, such as bird lists and bird books, shape travel even when they are not moving alongside participants. In this way, leisure practices unfold through temporally marked patterns of mobility.     

Intimate bordering: Intimacy,anti-blackness and gender violence in the making of the Dominican border

This article proposes the term Intimate Bordering to explain the role of intimacy and social reproduction in the active process of border-making and statecraft. The concept contributes to understanding daily experiences of bordering among subaltern subjects who make and contest the border every day and yet are often unaccounted for. The concept sheds light on how racialized and gendered relations of power intrinsic to antiblackness and cis-hetero-patriarchy interweave and condition spatial politics and belonging. These arguments are developed by bridging border studies and black and feminist geographies, and by centering the experiences of Haitian women who work as domestic workers in Dominican border towns. The article is based on fieldwork carried out in four Dominican and Haitian border towns, including interviews, focus groups and participant observation focused on the everyday commutes of Haitian domestic workers who live in Haiti and work in the Dominican Republic (DR). It analyzes two sets of intimate border practices that take place at two official border crossings: the first set includes normalized forms of intimate violence and humiliation at the border; the second examines the failed attempt at institutionalizing the transborder mobilities of domestic workers based on colonial entitlements of control over the bodies of black Haitian women. Centering intimacy in bordering brings transnational livelihoods, social reproduction and racialization into the heart of the analysis of statecraft projects in the space of the Afro-Caribbean.     

Political space and borderland practices in Abkhazia and Adjara: exploring the role of Ottoman legacies and contemporary Turkish influences

Abstract

The article provides a comparative exploration of the role of Ottoman legacies and contemporary Turkish influences in shaping political space in the Black Sea regions of Adjara and Abkhazia. Conceptualizing both as borderlands, the article focuses on borderland practices related to three kinds of transboundary flows between Turkey and Adjara and Abkhazia, respectively: flows of goods and capital, flows of people, and flows of ideas. The article draws on a wide range of secondary sources as well as on data from field research in Abkhazia, Adjara, and Turkey. It discloses how borderland practices have contributed to fragmented and convergent configurations of authority in both regions and underlines a threefold character of borderland practices which reflect and reproduce understandings of illegitimacy and illicitness, cosmopolitan sociability, and struggles over belonging.     

Pluralising the walking interview: researching (im)mobilities with Muslim women

Abstract

Within writing on walking practices, walking has often been presented as pleasurable, relaxing, and even liberatory. Research using walking interviews has recognised that different kinds of bodies can be excluded from mobile methods, impacting upon place-based knowledge production. However, the social and cultural politics of the walking interview remains underplayed, an omission that is acutely apparent in a context of urban diversity. This article investigates the ways in which walking practices intersect with social difference, particularly in relation to faith, ethnicity and gender. It argues for the need to pluralise mobile methods in order to more subtly address social distinctions, and further offers empirical observations on the embodied experiences and socio-spatial practices of Muslim women in the city of Birmingham, U.K.     

Exploring Cambodian schoolgirls’ educational persistence: a community cultural wealth perspective

This study draws on a community cultural wealth framework to discuss how materially and socially disadvantaged girls in rural Cambodia negotiate barriers to attending secondary school. The study explored the schooling experiences of 43 secondary schoolgirls and 23 young women in higher education, using a variety of art-based activities and more traditional qualitative methods, including interviews and questionnaires. The girls’ and young women’s narratives about persisting in education revealed the agentic ways in which they drew on manifold resources in order to stay in school. We argue that strong relational ties, particularly friendships, foster Cambodian schoolgirls’ resistant identities, expanding their mobilities and possibilities for action in relation to educational persistence. We examine how supportive family members, resourceful friends, caring teachers, and knowledgeable staff from non-governmental organisations, enabled schoolgirls and young women to develop aspirations, resilience, and coping strategies that allowed them to overcome barriers to education. We consider girls’ educational persistence in relation to Yosso’s familial, social, navigational, aspirational, and resistant capitals, and identify altruistic capital as an additional resource that the girls and young women referred to when describing their schooling experiences.     

Intimate colonialisms: the material and experienced places of British Columbia's residential schools

The theoretical premise of this paper is that place is an unbounded material, social and cultural agent within and through which practices of colonialism were enacted in British Columbia. Specifically, the places of British Columbia's 'Indian' residential schools, and the subjects who occupied them, are conceptualized as intimate sites nested within Canadian colonial and nation-building agendas that were predicated on policies of assimilation, enculturation or annihilation of indigenous people. Such conceptualizations allow for an understanding of both how colonialism was actualized against First Nations' peoples and how First Nations' peoples actively navigated and resisted that colonial project. In order to access experiences of residential school places, the article draws from published First Nations' testimonial literatures. It also draws from creative materials produced by students within the schools in order to understand how First Nations' students articulated against assimilative educational processes. The article concludes with a consideration of how nested place, First Nations' resistances, and Euro-colonial concepts of gender are circulating today with reference to a Dakelh woman (and former residential school student) under consideration for beatification in northern British Columbia.     

Negotiating academic environments: using Lefebvre to conceptualise deaf spaces and disabling/enabling environments

ABSTRACT

How do deaf academics navigate the physical environments of their workplaces? Original interviews with five deaf academics working in Higher Education Institutions (HEIs) in the UK were conducted using walking interviews to explore the ways in which they experienced the physical environment of their HEI and how they produced their own deaf spaces within their workplace. Results show that deaf academics face distinct barriers to their involvement in and access to their HEIs, and analysis using a Lefebvrian approach shows that deaf academics have their own ways of subverting the spatial expectations of the HEI to create their own pockets of lived, deaf space.     

Youth aspirations and employment in provincial Indonesia: a view from the lower middle classes

ABSTRACT

Demographically and geographically, lower middle class youth occupy an ambiguous position in Indonesian society, embodying elements of both privilege and marginality. Drawing on interviews and 16 months of ethnographic fieldwork conducted between 2008 and 2013, this article considers how an emerging provincial middle class seeks to make good on the promises of an expanding higher education system and proliferation of globalised youth cultures. I examine the capacity and limits of higher education in facilitating young people’s aspirations for youth lifestyles, jobs and the future in a regional labour market with high levels of youth underemployment and informality. Young people’s aspirations for employment and middle class standards of living are mitigated by their responsibilities towards their families and difficulties to establish the social connections needed to access jobs and opportunities. Faced with limited upward mobility, class as an aspirational category rather than everyday reality underpins young people’s claims about the good life.