Children’s participation: moving from the performative to the social

The body of work on children’s participation has been valuable in asserting its importance. Nonetheless, participation is a contested concept and key challenges arise relating to its emphasis on age and voice, its focus on socialising the participative responsible citizen, and its failure to sufficiently recognise the range of participatory activities of children in their everyday lives. This article presents findings of a study on children’s experiences of participation in their homes, schools, and communities including the importance of the relational context, how everyday interactions rather than ‘performative’ formal structures for participation are valued by children and how their participation is limited by adult processes based on notions of competence and voice. It concludes with an argument for recognising and facilitating children’s informal and social participation as well as new forms of democratic processes being developed by children to address the possibility of governance and over-responsibilisation of children.     

Youthful escapes? British students,overseas education and the pursuit of happiness

This paper draws upon the findings of a recent project examining the motivations of UK students seeking higher education overseas. We argue that notions of fun, enjoyment and the pursuit of happiness abroad featured strongly in young people's stories, in contrast to an emphasis in recent academic and media accounts on overt strategising around educational decision making. Several students wanted to escape the UK, particularly the rigidity of British higher education; the perceived flexibility of a liberal arts education was extremely appealing. Others saw education overseas as a chance for personal reinvention. Moving the focus away from stressing the negative effects of academic-related pressures upon young people, in this paper, we argue that education can offer up new possibilities for fun and excitement, which for privileged individuals work alongside more strategic objectives around the accumulation of cultural capital.     

Aid for trade and ecologically sustainable development in Australia’s international aid program

In September 2015, Australia, along with 193 member states of the United Nations, signed the United Nations Sustainable Development Goals. The facilitation of international trade and increasing foreign aid for developing countries were emphasised as crucial means for achieving the Sustainable Development Goals. An important role was assigned to the international Aid for Trade initiative, which is about stimulating economic growth in developing countries through removing constraints to trade. Australia has been a strong supporter of the Aid for Trade initiative since it was launched at the World Trade Organization’s Ministerial Conference in Hong Kong in 2005. Aid for trade has become a central plank of the ‘new development paradigm’ of Australia’s international aid program. This article analyses the conceptualisation and practice of aid for trade in Australia’s aid, with a focus on how it links to ecologically sustainable development. It argues that Australia’s aid for trade is reinforcing the neo-liberal development paradigm in which environmental dimensions are overall neglected and private sector development and free trade are prioritised. In order to achieve international and national development goals of poverty reduction and sustainable development, environmental sustainability needs to be fully integrated into the growing aid for trade portfolio of Australia’s international aid.     

新中国在解决民生问题上的重要决策与实践

新中国成立60余年来,党和政府在解决民生问题上经历了一个曲折发展的过程。在重工业优先发展战略下,尽管党和政府高度关注民生问题,但发展重工业所需要的高积累影响了人民生活水平的提高。改革开放后,在＂三步走＂发展战略下,现代化战略的制定实施凸显了民生取向特点,中国经济的巨大发展,亦与人民生活的巨大改善紧密结合,但也带来了发展中新的民生问题。在科学发展的总体战略下,党和政府在发展的指导思想及实践中实现了若干重大转变和提出了若干重大举措,使民生问题得到了实质性改善。党和政府解决民生问题的曲折过程既受到不同时期中国现代化发展战略变化的影响与制约,同时也受制于演进中不同的制度安排。     

Geographies of youth – a generational perspective

ABSTRACT

Twenty years ago the publication of Cool Places created visibility for emerging research on geographies of youth. Yet in comparison with Children’s Geographies geographical work on youth has failed to mature as a sub-disciplinary field. In this contribution I explore the reasons why this may be so highlighting the way youth geographies has struggled to define its own identity, and its lack of a strong founding, globally relevant, theoretical approach. Instead, I argue that the development of intergenerational geographies has led thinking about youth to be absorbed into wider framings of geographies of age, or geographies of family life.     

Going ‘backstage’: observant participation in research with young people

This paper reflects on fieldwork undertaken at youth-led community radio station, KCC Live. It draws on Goffman to elucidate the differences between front and backstage spaces at KCC Live, and provides snapshots from research encounters to illustrate the importance of observant participation (over participant observation) in permitting access to these spaces. This paper celebrates the embeddedness of the researcher as a member of the community under study. In doing so, it argues that immersion in community research settings can enable insight into the functioning, relationships, rules and peculiarities of the place and people, all of which are fundamental to ethnographic research.     

Communicating environmental knowledges: young people and the risk society

In this paper I illustrate how an increased demand for the communication of environmental knowledges in contemporary society can be understood using ideas purported by the risk society thesis. In order to deepen these connections and understandings I discuss how trust, and by association doubt, are constructed by examining the interesting, though little explored example of young people. Drawing on empirical work at a botanical garden with over 150 young people between 6 and 12 years old, I provide insights into the use and negotiation of trust and doubt in practice.     

建国前夕英美对华政策的分歧及其原因

新中国建立前夕,鉴于英美在华的利益侧重点、外交传统以及与国民党及其政府的历史关系存在不同,两国在对华政策上出现分歧,最终在诸如是否撤出中国、是否对新中国实施贸易管制以及是否打破国民党对上海的封锁等系列问题上立场迥异,争执激烈,并最终各行其是。根本而言,这是英美经通盘考虑后从自身利益出发所做出的政策抉择,同时也是两国不同的外交传统在对华政策层面上的集中体现。     

Blended learning with international students: a multiliteracies approach

While the use of information and communication technologies (ICTs) continues to transform learning, international migration and the increasing complexity of intercultural exchange and communication continue to do so as well. In this paper, we connect the dots and ask how ICTs can be used to enhance the learning experiences of international students. Using a case study of a new program for first-year international students at a Canadian university, we bring together insights from blended learning and multiliteracies approaches to show how multiple cultural references and multimedia can form the basis for the development of new potentials between learners, knowledge, and disciplinary practice. This involves an analysis of the innovative structure of a two-course sequence in Human Geography, followed by a discussion of student feedback on the model. Based on our results, we conclude that blended learning offers not only a sophisticated approach to multiliteracies in the context of an international student setting, but for teaching students in the social sciences and humanities more broadly.     

A systematic review of climate change education: giving children and young people a ‘voice’ and a ‘hand’ in redressing climate change

ABSTRACT

The reality of anthropogenic climate change has been established ‘beyond reasonable doubt’ by leading scientists worldwide. Applying a systematic literature review process, we analysed existing literature from 1993 to 2014 regarding climate change education for children and young people, with the aim of identifying key areas for further research. While a number of studies have indicated that young people’s understandings of climate change are generally limited, erroneous and highly influenced by mass media, other studies suggest that didactic approaches to climate change education have been largely ineffectual in affecting students’ attitudes and behaviour. The review identifies the need for participatory, interdisciplinary, creative, and affect-driven approaches to climate change education, which to date have been largely missing from the literature. In conclusion, we call for the development of new forms of climate change education that directly involve young people in responding to the scientific, social, ethical, and political complexities of climate change.