an article by Jason Olsen (Ulster University, Belfast, Northern Ireland, UK) published in Disability & Society Volume 33 Issue 7 (2018)
Abstract
In 2018, the United Kingdom appointed its first Minister for Loneliness.
This article discusses some of the barriers which may contribute to why disabled people were found to be one of the largest groups affected by loneliness. Utilizing ethnographic examples supported by facts, the article demonstrates how even when seeking to fight loneliness, and to reduce the stressors of everyday life, disabled people are often at a disadvantage, or excluded.
The article raises questions concerning self-social exclusion and discusses recommended avenues for further research.
Full text (PDF 6pp)
Showing posts with label social_inclusion. Show all posts
Showing posts with label social_inclusion. Show all posts
Thursday, 6 December 2018
Wednesday, 11 July 2018
Social-economic contribution of vocational education and training: an evidence from OECD countries
an article by Muhammad Ali Asadullah (Emirates College of Technology, Abu Dhabi, United Arab Emirates; The University of Lahore, Pakistan) and Aamir Zafar Ullah (Primary and Secondary Healthcare Department, Lahore, Pakistan) published in Industrial and Commercial Training Volume 50 Issue 4 (2018)
Abstract
Purpose
The purpose of this paper is to examine the impact of national investment in vocational education and training (VET) on the economic growth through the mediating role of social inclusion.
Design/methodology/approach
This study is based on a panel data of 31 Organisation for Economic Co-operation and Development countries for 15 years collected through secondary sources.
Findings
The statistical results of the study have supported the entire hypotheses. Particularly, the results demonstrate that the social inclusion strengthens the contribution of VET in the economic growth.
Practical implications
This study offers various policy implications for the policy makers of developing countries. Particularly, the policy makers of developing countries need to emphasize on social inclusion to enhance the contribution of national investment in VET while following the vocational education models of developed nations.
Originality/value
This study offers its theoretical contribution in the literature of VET by highlighting a mediating mechanism to explain how national investment in VET can contribute in economic growth through social inclusion.
Abstract
Purpose
The purpose of this paper is to examine the impact of national investment in vocational education and training (VET) on the economic growth through the mediating role of social inclusion.
Design/methodology/approach
This study is based on a panel data of 31 Organisation for Economic Co-operation and Development countries for 15 years collected through secondary sources.
Findings
The statistical results of the study have supported the entire hypotheses. Particularly, the results demonstrate that the social inclusion strengthens the contribution of VET in the economic growth.
Practical implications
This study offers various policy implications for the policy makers of developing countries. Particularly, the policy makers of developing countries need to emphasize on social inclusion to enhance the contribution of national investment in VET while following the vocational education models of developed nations.
Originality/value
This study offers its theoretical contribution in the literature of VET by highlighting a mediating mechanism to explain how national investment in VET can contribute in economic growth through social inclusion.
Tuesday, 17 April 2018
Pets, animal-assisted therapy and social inclusion
an article by Sue Holttum (Canterbury Christ Church University, Tunbridge Wells, UK) published in Mental Health and Social Inclusion Volume 22 Issue 2 (2018)
Abstract
Purpose
Humans have close relationships with animals for companionship and in working roles. The purpose of this paper is to discuss recent papers on pets and dog-assisted interventions, and relates their findings to social inclusion.
Design/methodology/approach
A search was carried out for recent papers on pets, animal-assisted therapy and social inclusion/exclusion.
Findings
One paper discusses theories (often lacking in studies of animal-assisted therapy) of why animals may be good for human health and development.
A recent review shows evidence that family pet ownership may aid children’s well-being, learning and social development, but too few studies have followed children over time in pet and non-pet households.
Studies of dog-assisted interventions show stress-reduction, which in turn may explain why therapy for mental health in young people and adults was more effective with a dog than without. Social inclusion is hinted at but not measured directly, yet dog-assisted therapy might be helpful in this regard.
Originality/value
All the papers discussed in detail here represent up-to-date understanding in this area of knowledge. Benefits of human-animal bonds, especially with dogs, appear to be well-supported by biological as well as observational and self-report evidence. More research is needed on how much these attachments may assist social relating and relationships with other people, and social inclusion.
Abstract
Purpose
Humans have close relationships with animals for companionship and in working roles. The purpose of this paper is to discuss recent papers on pets and dog-assisted interventions, and relates their findings to social inclusion.
Design/methodology/approach
A search was carried out for recent papers on pets, animal-assisted therapy and social inclusion/exclusion.
Findings
One paper discusses theories (often lacking in studies of animal-assisted therapy) of why animals may be good for human health and development.
A recent review shows evidence that family pet ownership may aid children’s well-being, learning and social development, but too few studies have followed children over time in pet and non-pet households.
Studies of dog-assisted interventions show stress-reduction, which in turn may explain why therapy for mental health in young people and adults was more effective with a dog than without. Social inclusion is hinted at but not measured directly, yet dog-assisted therapy might be helpful in this regard.
Originality/value
All the papers discussed in detail here represent up-to-date understanding in this area of knowledge. Benefits of human-animal bonds, especially with dogs, appear to be well-supported by biological as well as observational and self-report evidence. More research is needed on how much these attachments may assist social relating and relationships with other people, and social inclusion.
Thursday, 1 March 2018
Group art therapy: supporting social inclusion through an ancient practice?
an article by Sue Holttum (Canterbury Christ Church University, UK) published in Mental Health and Social Inclusion Volume 22 Issue 1 (2018)
Abstract
Purpose
Group art therapy involves art-making, which has been used throughout human history to symbolise struggle and transformation with group support. The purpose of this paper is to discuss two recent papers on how and why group art therapy may be helpful.
Design/methodology/approach
A search was carried out to find recent papers on group art therapy, with a focus on how and why it may be helpful.
Findings
One paper reported on 119 accounts of why group art therapy may be helpful. Five things seemed specific to group art therapy:
The other paper reported in detail on group art therapy sessions with people who had a diagnosis of borderline personality disorder. Group interaction became most supportive when the art therapist clearly focused on people’s thoughts and feelings about artworks made by group members.
Originality/value
It has been unclear how group art therapy may help people. Understanding this means researchers can do more rigorous research on it. The two papers discussed represent probably the largest synthesis of different sources on how group art therapy might work, and the most detailed observation of what happens in practice.
Both papers suggest group art therapy uses art to symbolise struggle and transformation with support from others, thus normalising this process and including those going through it rather than marginalising them.
Parallels can be drawn with older healing rituals, in which crisis and struggle were viewed as normal.
Abstract
Purpose
Group art therapy involves art-making, which has been used throughout human history to symbolise struggle and transformation with group support. The purpose of this paper is to discuss two recent papers on how and why group art therapy may be helpful.
Design/methodology/approach
A search was carried out to find recent papers on group art therapy, with a focus on how and why it may be helpful.
Findings
One paper reported on 119 accounts of why group art therapy may be helpful. Five things seemed specific to group art therapy:
- using artworks to express experiences symbolically,
- connect with others,
- place confusing feelings outside oneself,
- being playful, and
- following a set routine with others.
The other paper reported in detail on group art therapy sessions with people who had a diagnosis of borderline personality disorder. Group interaction became most supportive when the art therapist clearly focused on people’s thoughts and feelings about artworks made by group members.
Originality/value
It has been unclear how group art therapy may help people. Understanding this means researchers can do more rigorous research on it. The two papers discussed represent probably the largest synthesis of different sources on how group art therapy might work, and the most detailed observation of what happens in practice.
Both papers suggest group art therapy uses art to symbolise struggle and transformation with support from others, thus normalising this process and including those going through it rather than marginalising them.
Parallels can be drawn with older healing rituals, in which crisis and struggle were viewed as normal.
Thursday, 16 March 2017
Time and money explain social class differences in students’ social integration at university
an article by Mark Rubin (University of Newcastle, Callaghan, NSW, Australia) and Chrysalis L. Wright (University of Central Florida, Orlando, USA) published in Studies in Higher Education
Volume 42 Issue 2 (February 2017)
Abstract
Working-class students tend to be less socially integrated at university than middle-class students. The present research investigated two potential reasons for this working-class social exclusion effect.
First, working-class students may have fewer finances available to participate in social activities.
Second, working-class students tend to be older than middle-class students and, consequently, they are likely to have more work and/or childcare commitments.
These additional commitments may prevent them from attending campus which, in turn, reduces their opportunity for social integration.
These predictions were confirmed among undergraduate students at an Australian university (N = 433) and a US university (N = 416).
Strategies for increasing working-class students' social integration at university are discussed.
Abstract
Working-class students tend to be less socially integrated at university than middle-class students. The present research investigated two potential reasons for this working-class social exclusion effect.
First, working-class students may have fewer finances available to participate in social activities.
Second, working-class students tend to be older than middle-class students and, consequently, they are likely to have more work and/or childcare commitments.
These additional commitments may prevent them from attending campus which, in turn, reduces their opportunity for social integration.
These predictions were confirmed among undergraduate students at an Australian university (N = 433) and a US university (N = 416).
Strategies for increasing working-class students' social integration at university are discussed.
Tuesday, 31 January 2017
Dyslexia: is it genetic and what does this mean for social inclusion?
an article by Sue Holttum, (Salomons Centre for Applied Psychology, Canterbury Christ Church University, Southborough, UK) published in
Mental Health and Social Inclusion Volume 20 Issue 4 (2016)
Abstract
Purpose
This paper starts by considering what it means if dyslexia has genetic or environmental causes. The author also explains phrases used by genetic researchers and the kind of things they look for in genetic material. The purpose of this paper is to discuss two recent studies on dyslexia that shed light on either genetic or environmental causes.
Design/methodology/approach
One study was a thorough exploration of possible genetic differences that could be present in children experiencing reading and language difficulties. The other study examined a large sample of the Canadian public to see whether there was a link between dyslexia and having experienced physical abuse as a child or teenager.
Findings
The study on genetic differences found no evidence for some previously suggested genetic causes of dyslexia. Although previous studies have suggested dyslexia runs in families, the genetic contribution may have been overestimated. The study on the Canadian public found that people who reported experiencing physical abuse in their younger years were six to seven times more likely also to have a diagnosis of dyslexia. Childhood trauma is known to affect brain development.
Originality/value
Although this paper only discusses two papers in detail, they are two of the most recent explorations of genetic and environmental links to dyslexia. There could be a case for greater attention to possible traumatic experiences in children identified as dyslexic. Physical abuse is one possibility but should never be assumed. Families can be under strain and may need more support. However, dyslexia and the mental health difficulties that can result from childhood trauma can reduce a child’s current and future social inclusion. Early intervention may avert this outcome.
Abstract
Purpose
This paper starts by considering what it means if dyslexia has genetic or environmental causes. The author also explains phrases used by genetic researchers and the kind of things they look for in genetic material. The purpose of this paper is to discuss two recent studies on dyslexia that shed light on either genetic or environmental causes.
Design/methodology/approach
One study was a thorough exploration of possible genetic differences that could be present in children experiencing reading and language difficulties. The other study examined a large sample of the Canadian public to see whether there was a link between dyslexia and having experienced physical abuse as a child or teenager.
Findings
The study on genetic differences found no evidence for some previously suggested genetic causes of dyslexia. Although previous studies have suggested dyslexia runs in families, the genetic contribution may have been overestimated. The study on the Canadian public found that people who reported experiencing physical abuse in their younger years were six to seven times more likely also to have a diagnosis of dyslexia. Childhood trauma is known to affect brain development.
Originality/value
Although this paper only discusses two papers in detail, they are two of the most recent explorations of genetic and environmental links to dyslexia. There could be a case for greater attention to possible traumatic experiences in children identified as dyslexic. Physical abuse is one possibility but should never be assumed. Families can be under strain and may need more support. However, dyslexia and the mental health difficulties that can result from childhood trauma can reduce a child’s current and future social inclusion. Early intervention may avert this outcome.
Tuesday, 29 November 2016
Religious Diversity and the Challenge of Social Inclusion
an article by Gary Bouma published in Social Inclusion Volume 4 Number 2 (2016)
Abstract
As societies have become religiously diverse in ways and extents not familiar in the recent histories of most, the issues of how to include this diversity and how to manage it, that is, questions about how to be a religiously diverse society have come to the fore.
As a result religion has become part of the social policy conversation in new ways.
It has also occasioned new thinking about religions, their forms and the complexity of ways they are negotiated by adherents and the ways they are related to society, the state and each other.
This issue of Social Inclusion explores these issues of social inclusion in both particular settings and in cross-national comparative studies by presenting research and critical thought on this critical issue facing every society today.
Full text (PDF download)
Abstract
As societies have become religiously diverse in ways and extents not familiar in the recent histories of most, the issues of how to include this diversity and how to manage it, that is, questions about how to be a religiously diverse society have come to the fore.
As a result religion has become part of the social policy conversation in new ways.
It has also occasioned new thinking about religions, their forms and the complexity of ways they are negotiated by adherents and the ways they are related to society, the state and each other.
This issue of Social Inclusion explores these issues of social inclusion in both particular settings and in cross-national comparative studies by presenting research and critical thought on this critical issue facing every society today.
Full text (PDF download)
Monday, 1 June 2015
Differential outcomes of adult education on adult learners’ increase in social inclusion
an article by Maurice de Greef (Artéduc, ‘s-Hertogenbosch, The Netherlands), Dominique Verté (Vrije Universiteit Brussel) and Mien Segers (Maastricht University, The Netherlands) published in Studies in Continuing Education Volume 37 Issue 1 (2015)
Abstract
To date a significant share of the European population can be considered at risk of social exclusion.
It has been argued that adult education programmes are a powerful tool to support vulnerable adults increasing their social inclusion. This study aims to answer the question if and which subgroups of vulnerable adults experience an increase in social inclusion after joining adult education programmes.
The results of our study show that 46.3% of the participants experience an increase of social inclusion in terms of ‘activation and internalization’ and 41.0% experience an increase in ‘participation and connection’. Results show that foreigners and people who live together experience a higher increase on variables of ‘activation and internalization’ and ‘participation and connection’.
Furthermore, results show that learners who received school education at a primary level and have no professional qualification experience a higher increase of social inclusion on a few variables of social inclusion.
Abstract
To date a significant share of the European population can be considered at risk of social exclusion.
It has been argued that adult education programmes are a powerful tool to support vulnerable adults increasing their social inclusion. This study aims to answer the question if and which subgroups of vulnerable adults experience an increase in social inclusion after joining adult education programmes.
The results of our study show that 46.3% of the participants experience an increase of social inclusion in terms of ‘activation and internalization’ and 41.0% experience an increase in ‘participation and connection’. Results show that foreigners and people who live together experience a higher increase on variables of ‘activation and internalization’ and ‘participation and connection’.
Furthermore, results show that learners who received school education at a primary level and have no professional qualification experience a higher increase of social inclusion on a few variables of social inclusion.
Friday, 14 June 2013
Urban Youth, Worklessness and Sport: A Comparison of Sports-based Employability Programmes in Rotterdam and Stoke-on-Trent
an article by Ramón Spaaij (La Trobe University, Melbourne, Australia), Jonathan Magee (University of Central Lancashire, Preston, UK) and Ruth Jeanes (Monash University, Peninsula Campus, Melbourne, Australia) published in Urban Studies Volume 50 Number 8 (June 2013)
Abstract
The potential value of sport as a vehicle through which urban regeneration and social renewal policy can be delivered has been extensively examined. However, there are an increasing number of initiatives aiming to use sports-based programmes as a way to address worklessness and social exclusion amongst young people which have received less attention.
This paper provides a critical comparative analysis of two such programmes, one based in Rotterdam, the Netherlands, and the other in Stoke-on-Trent in the UK.
Using qualitative data collected from participants, staff and other stakeholders, the paper details the nature and perceived merits of the programmes before considering the limitations and constraints of employability initiatives using sport.
The paper concludes by suggesting that a fundamental shift in policy discourse is required for such programmes to be able to achieve sustainable positive outcomes for workless young people with complex problems and needs.
Abstract
The potential value of sport as a vehicle through which urban regeneration and social renewal policy can be delivered has been extensively examined. However, there are an increasing number of initiatives aiming to use sports-based programmes as a way to address worklessness and social exclusion amongst young people which have received less attention.
This paper provides a critical comparative analysis of two such programmes, one based in Rotterdam, the Netherlands, and the other in Stoke-on-Trent in the UK.
Using qualitative data collected from participants, staff and other stakeholders, the paper details the nature and perceived merits of the programmes before considering the limitations and constraints of employability initiatives using sport.
The paper concludes by suggesting that a fundamental shift in policy discourse is required for such programmes to be able to achieve sustainable positive outcomes for workless young people with complex problems and needs.
Friday, 31 May 2013
Persons with Disabilities: Entitled to Beg, not to Work. The Argentine Case
an article by Eduardo Daniel Joly (Fundación Rumbos and REDI (Red por los Derechos de las Personas con Discapacidad), Argentina) and María Pía Venturiello (Universidad de Buenos Aires and CONICET (Consejo Nacional de Investigaciones Científicas y Técnicas), Argentina) published in Critical Sociology Volume 39 Number 3 (May 2013)
Abstract
The article analyses the structural unemployment that characterises persons with disabilities from a social, economic and political perspective.
As long as persons with disabilities continue to be defined as unable to perform productive work, they will remain condemned to poverty, begging, dependency and a life without projects to fulfill.
With reference to the history and struggles of the disability rights movement in Argentina, it focuses on understanding this struggle as a collective endeavour, aimed at establishing the right to earn a living by working, i.e. via paid productive employment.
It concludes by positing that in the long run, social inclusion can only be realised in a society that is organised so that each individual can contribute what he or she is capable of, with the necessary means put at his and her disposal; and that in return, his and her needs (as they may evolve over time) will be met.
Abstract
The article analyses the structural unemployment that characterises persons with disabilities from a social, economic and political perspective.
As long as persons with disabilities continue to be defined as unable to perform productive work, they will remain condemned to poverty, begging, dependency and a life without projects to fulfill.
With reference to the history and struggles of the disability rights movement in Argentina, it focuses on understanding this struggle as a collective endeavour, aimed at establishing the right to earn a living by working, i.e. via paid productive employment.
It concludes by positing that in the long run, social inclusion can only be realised in a society that is organised so that each individual can contribute what he or she is capable of, with the necessary means put at his and her disposal; and that in return, his and her needs (as they may evolve over time) will be met.
Wednesday, 27 February 2013
Promoting social inclusion through community arts
an article by Peter Swan, (PhD Candidate at Durham University, UK) published in Mental Health and Social Inclusion Volume 17 Issue 1 (2013)
Abstract
Purpose
Using a case study of Artspace, a community arts and health charity, this article discusses how community-based organisations can successfully promote the social inclusion of people with mental illness and other disabilities.
Design/methodology/approach
A research project involved a year-long ethnographic engagement with Artspace, where the researcher participated within the organisation and worked closely with both staff and participants. It drew upon informal discussions and 43 semi-structured interviews with participants and staff.
Findings
Social inclusion was fostered through the positive and welcoming atmosphere within the building and also through the nature of the activities themselves. There was evidence that interactions between people with and without disabilities helped to challenge negative perceptions held by both groups. Artspace also offered a safe and non-judgemental environment for vulnerable participants whilst avoiding the downsides associated with services aimed solely at people with mental health difficulties or other disabilities.
Research limitations/implications
The case study approach was based on a single organisation and thus transferability of findings may be problematic.
Originality/value
This article has shown it is possible for a community-based organisation to meet the needs of a wide range of people whilst maintaining a safe environment for vulnerable participants. These findings may thus be of use to similar organisations seeking to diversify their user base.
Abstract
Purpose
Using a case study of Artspace, a community arts and health charity, this article discusses how community-based organisations can successfully promote the social inclusion of people with mental illness and other disabilities.
Design/methodology/approach
A research project involved a year-long ethnographic engagement with Artspace, where the researcher participated within the organisation and worked closely with both staff and participants. It drew upon informal discussions and 43 semi-structured interviews with participants and staff.
Findings
Social inclusion was fostered through the positive and welcoming atmosphere within the building and also through the nature of the activities themselves. There was evidence that interactions between people with and without disabilities helped to challenge negative perceptions held by both groups. Artspace also offered a safe and non-judgemental environment for vulnerable participants whilst avoiding the downsides associated with services aimed solely at people with mental health difficulties or other disabilities.
Research limitations/implications
The case study approach was based on a single organisation and thus transferability of findings may be problematic.
Originality/value
This article has shown it is possible for a community-based organisation to meet the needs of a wide range of people whilst maintaining a safe environment for vulnerable participants. These findings may thus be of use to similar organisations seeking to diversify their user base.
Friday, 28 December 2012
The rise of the ‘silver surfer’: Online social networking and social inclusion for older adults
an article by Christina Doyle (Australian Department of Human Services) and Sophie Jennifer Goldingay (Deakin University) published on Journal of Social Inclusion Volume 3 Number 2 (2012)
Abstract
As the proportion of older adults continues to grow in many Western countries, there are increasing concerns about how to meet their needs. Ensuring social connectedness and inclusion is one way to support older adults’ well-being.
Online social networking has become common place amongst younger age groups, suggesting its possible usefulness for older adults, in order to combat isolation and loneliness. Some quantitative studies have already explored the amount and degree of online social networking amongst older adults.
To add further understanding of how older adults experience social inclusion via the internet, the current qualitative study aimed to explore older adults’ subjective experience of online social networking.
Findings demonstrated a number of supports and barriers to social inclusion which reflect barriers to social inclusion of older adults in the non-virtual world. Recommendations to support social inclusion of isolated older adults via online social networking are suggested.
Full text (PDF 15pp)
Abstract
As the proportion of older adults continues to grow in many Western countries, there are increasing concerns about how to meet their needs. Ensuring social connectedness and inclusion is one way to support older adults’ well-being.
Online social networking has become common place amongst younger age groups, suggesting its possible usefulness for older adults, in order to combat isolation and loneliness. Some quantitative studies have already explored the amount and degree of online social networking amongst older adults.
To add further understanding of how older adults experience social inclusion via the internet, the current qualitative study aimed to explore older adults’ subjective experience of online social networking.
Findings demonstrated a number of supports and barriers to social inclusion which reflect barriers to social inclusion of older adults in the non-virtual world. Recommendations to support social inclusion of isolated older adults via online social networking are suggested.
Full text (PDF 15pp)
Thursday, 27 December 2012
Bridging the Digital Divide: Enhancing Empowerment and Social Capital
an article by Diane Marie Charleson (Australian Catholic University) published in Journal of Social Inclusion Volume 3 Number 2 (December 2012)
Abstract
In the contemporary world, the digital divide constitutes a significant inequality and thus poses a very real problem of social justice – this being particularly the case for those already burdened with disadvantage and marginalisation.
As part of its commitment to Social Justice the Australian Catholic University runs a Catalyst Clemente program.
Catalyst-Clemente provides people experiencing multiple disadvantage with university-level education by means of a program that aims to break the cycle of poverty, inequity and social injustice for less-advantaged and marginalised Australians.
In this paper I will explore the processes and outcomes from a unit that I taught in 2011 as part of this program. The unit was titled Introduction to Media Production, and its focus was New Media and New Media production. I will examine in particular the positive outcomes that emerged from this unit in relation to the empowerment of the individual learners that I observed during the course of the unit.
This was largely a result of their introduction to, and production of, new media and the transformative role this took in helping to bridge their digital divide. On the basis of this experience I will argue therefore that the digital divide can be bridged but this requires not only access to technology by disadvantaged students but more important by an engagement with content creation.
In explaining how this empowerment came about I will also examine the teaching methods and learning partnerships and styles that contributed to this.
Full text (PDF 14pp)
Thursday, 18 October 2012
Investment in good childcare and parenting support services required to offset rising child poverty and social exclusion in EU
Eurofound (the European Foundation for the Improvement of Living and Working Conditions) press release 18 October 2012
The social consequences of austerity measures across Europe have had a proportionally more negative impact on the most vulnerable groups in society, resulting in growing forms of child poverty and social exclusion. The Cyprus EU Presidency is addressing these issues at the conference on ‘Investing in Children: Preventing and Tackling Child Poverty and Social Exclusion, Promoting Children’s Well-Being’ in Nicosia, Cyprus, on 18-19 October 2012. It argues that more investment in children is needed and remains feasible as long as it is recognized as a priority and mainstreamed into all policy areas.
Continue reading here
NOTE: This link is not to the original press release which does not seem to be working but to a news agency site which does have most of the information of the original as far as I can tell.
The social consequences of austerity measures across Europe have had a proportionally more negative impact on the most vulnerable groups in society, resulting in growing forms of child poverty and social exclusion. The Cyprus EU Presidency is addressing these issues at the conference on ‘Investing in Children: Preventing and Tackling Child Poverty and Social Exclusion, Promoting Children’s Well-Being’ in Nicosia, Cyprus, on 18-19 October 2012. It argues that more investment in children is needed and remains feasible as long as it is recognized as a priority and mainstreamed into all policy areas.
Continue reading here
NOTE: This link is not to the original press release which does not seem to be working but to a news agency site which does have most of the information of the original as far as I can tell.
Wednesday, 3 October 2012
Next stop sell-out city: urban activism in Hamburg
an article by Nicole Vrenegor published in Eurozine 10/2012
“Is it chance or social class that determines where one gets on and off the bus? How are the stops really connected? How does civic space create social structure, and how does social structure create civic space?"
In an article first published in German in dérive (forthcoming), urban activist Nicole Vrenegor records her conversations with civic campaigners based along Hamburg’s no. 3 bus route (photos by Anke Haarman). From the outskirts to the new HafenCity development, she hears a repeated criticism of Hamburg’s city council: lack of consultation, token gestures towards social justice, investor-friendly development over liveable urban space.
“What vanishes are the places that don’t pay their way, but are very valuable indeed to those who need them,” writes Vrenegor. “These are the blind corners on the game board of the city, the empty lots gone to seed, the heterogeneous city quarters, the public spaces where people don’t need to spend and consume.”
In 2009, a group of artists took over a complex of buildings in the historic Gängeviertel earmarked for demolition and redevelopment. The squats became a symbol of resistance to profit-driven urban planning and a taste of what could be; still, writes Vrenegor, with the HafenCity project poised to expand yet further, campaigning remains an uphill struggle:
”The new land they want to claim is by no means empty. Around 50,000 people live on the islands in the river, Wilhelmsburg and Veddel. For years, many of them have been calling for a development plan for their neighbourhood, but not for an advertising machine to attract investors, which is what has now happened. [...] Even if we can't prevent the government from ‘leaping over the Elbe’, we can make sure that they land with a bump.”
Full text (HTML)
“Is it chance or social class that determines where one gets on and off the bus? How are the stops really connected? How does civic space create social structure, and how does social structure create civic space?"
In an article first published in German in dérive (forthcoming), urban activist Nicole Vrenegor records her conversations with civic campaigners based along Hamburg’s no. 3 bus route (photos by Anke Haarman). From the outskirts to the new HafenCity development, she hears a repeated criticism of Hamburg’s city council: lack of consultation, token gestures towards social justice, investor-friendly development over liveable urban space.
“What vanishes are the places that don’t pay their way, but are very valuable indeed to those who need them,” writes Vrenegor. “These are the blind corners on the game board of the city, the empty lots gone to seed, the heterogeneous city quarters, the public spaces where people don’t need to spend and consume.”
In 2009, a group of artists took over a complex of buildings in the historic Gängeviertel earmarked for demolition and redevelopment. The squats became a symbol of resistance to profit-driven urban planning and a taste of what could be; still, writes Vrenegor, with the HafenCity project poised to expand yet further, campaigning remains an uphill struggle:
”The new land they want to claim is by no means empty. Around 50,000 people live on the islands in the river, Wilhelmsburg and Veddel. For years, many of them have been calling for a development plan for their neighbourhood, but not for an advertising machine to attract investors, which is what has now happened. [...] Even if we can't prevent the government from ‘leaping over the Elbe’, we can make sure that they land with a bump.”
Full text (HTML)
Thursday, 23 August 2012
Employment Status and Income Generation Among Homeless Young Adults: Results From a Five-City, Mixed-Methods Study
an article by Kristin M. Ferguson (University of Southern California, Los Angeles), Kimberly Bender (University of Denver), Sanna J. Thompson (University of Texas at Austin), Elaine M. Maccio (Louisiana State University, Baton Rouge) and David Pollio (University of Alabama, Tuscaloosa) published in Youth & Society Volume 44 Number 3 (September 2012)
Abstract
This mixed-methods study identified correlates of unemployment among homeless young adults in five cities.
Two hundred thirty-eight homeless young people from Los Angeles (n = 50), Austin (n = 50), Denver (n = 50), New Orleans (n = 50), and St. Louis (n = 38) were recruited using comparable sampling strategies.
Multivariate logistic regression results indicate that homeless young adults were more likely to be unemployed if they had been on the streets longer, currently lived on the streets, earned an income from panhandling, and were addicted to drugs.
Quantitative findings are expanded on with focus-group data from a group of homeless young people in Los Angeles regarding their challenges in locating and maintaining employment.
Employment-related barriers for this population include prior homelessness, geographic transience, previous felonies, mental illness, and addiction.
Findings suggest that homeless young adults’ employment status and use of specific income-generating activities may be influenced by demographic, environmental, and geographic contexts.
Abstract
This mixed-methods study identified correlates of unemployment among homeless young adults in five cities.
Two hundred thirty-eight homeless young people from Los Angeles (n = 50), Austin (n = 50), Denver (n = 50), New Orleans (n = 50), and St. Louis (n = 38) were recruited using comparable sampling strategies.
Multivariate logistic regression results indicate that homeless young adults were more likely to be unemployed if they had been on the streets longer, currently lived on the streets, earned an income from panhandling, and were addicted to drugs.
Quantitative findings are expanded on with focus-group data from a group of homeless young people in Los Angeles regarding their challenges in locating and maintaining employment.
Employment-related barriers for this population include prior homelessness, geographic transience, previous felonies, mental illness, and addiction.
Findings suggest that homeless young adults’ employment status and use of specific income-generating activities may be influenced by demographic, environmental, and geographic contexts.
Friday, 23 March 2012
The impact of polices on government social media usage: Issues, challenges, and recommendations
an article by John Carlo Bertot , Paul T. Jaeger and Derek Hansen (College of Information Studies, University of Maryland, USA) published in Government Information Quarterly Volume 29 Issue 1 (January 2012)
Abstract
Government agencies are increasingly using social media to connect with those they serve. These connections have the potential to extend government services, solicit new ideas, and improve decision-making and problem-solving.
However, interacting via social media introduces new challenges related to privacy, security, data management, accessibility, social inclusion, governance, and other information policy issues. The rapid adoption of social media by the population and government agencies has outpaced the regulatory framework related to information, although the guiding principles behind many regulations are still relevant.
This paper examines the existing regulatory framework and the ways in which it applies to social media use by the U.S. federal government, highlighting opportunities and challenges agencies face in implementing them, as well as possible approaches for addressing these challenges.
Monday, 24 October 2011
Competitiveness and Social Cohesion in Western European Cities
an article by Costanzo Ranci (Dipartimento di Architecttura e Pianificazione, Politecnico di Milano, Milan) published in Urban Studies Volume 48 Number 13 (October 2011)
Abstract
European cities are historically characterised by a strong association between social cohesion and competitiveness. However, in recent years, this stability has been affected by strains induced by rising new inequalities and increasing competition among cities. These facts have raised the need for a new understanding of the relationship between cohesion and competitiveness. This paper draws on a selection of social and economic indicators to explore this multifaceted relationship in 50 European cities, selected on the basis of their size and international role. The aims of the analysis are to assess the position of each European city, to identify clusters of cities and to suggest an interpretative hypothesis in order to characterise the particularities of this relationship in European cities.
Abstract
European cities are historically characterised by a strong association between social cohesion and competitiveness. However, in recent years, this stability has been affected by strains induced by rising new inequalities and increasing competition among cities. These facts have raised the need for a new understanding of the relationship between cohesion and competitiveness. This paper draws on a selection of social and economic indicators to explore this multifaceted relationship in 50 European cities, selected on the basis of their size and international role. The aims of the analysis are to assess the position of each European city, to identify clusters of cities and to suggest an interpretative hypothesis in order to characterise the particularities of this relationship in European cities.
Friday, 14 October 2011
The role of education, training and skills development in social inclusion: …
The University of the Heads of the Valley case study
an article by Paul Jones, Christopher Miller, David Pickernell and Gary Packham, (University of Glamorgan Business School, Pontypridd) published in Education + Training Volume 53 Issue 7 (2011)
Abstract
Purpose
The objective of this paper is to examine the initiation of the University of the Heads of the Valley Initiative (UHOVI) project and evaluate the development of its focus, materials and structure.
Design/methodology/approach
The methodology employs interviews with a purposive sample of local employer stakeholders. The rationale for this approach is that it allows identification of the key requirements that UHOVI will need to fulfil if it is to be successful in this endeavour, within a reasonable timeframe. The in-depth interviews also allow increased clarity in terms of the conclusions that can be drawn, particularly in terms of the recommendations for the next stages of UHOVI project.
Findings
UHOVI’s aim is to encourage social inclusion, through vocational education and training programmes explicitly suited to non-traditional learners in an area of high social deprivation. UHOVI is a strategic partnership backed by the Welsh Assembly Government and the European Social Fund, between the University of Glamorgan and University of Wales, Newport. The purpose of the project is to alleviate the long-term problems inherent within the Valleys area of Wales, which include low levels of professional and managerial jobs, limited qualifications and educational progression and high levels of economic inactivity, sickness and disability.
Practical implications
This study can also act as a case study for other similar policies undertaken in similar economic geographies in the future. It also provides an important and original insight into the underpinning design of a large scale social inclusion educational project which will be of interest to policy makers, academia and enterprise support agencies.
Originality/value
The paper provides an in-depth study of the significant UHOVI project, examining the requirements for such an initiative in terms of both content and delivery of vocational education, and how this can affect the role that an education and training programme can play in meeting a social inclusion agenda.
an article by Paul Jones, Christopher Miller, David Pickernell and Gary Packham, (University of Glamorgan Business School, Pontypridd) published in Education + Training Volume 53 Issue 7 (2011)
Abstract
Purpose
The objective of this paper is to examine the initiation of the University of the Heads of the Valley Initiative (UHOVI) project and evaluate the development of its focus, materials and structure.
Design/methodology/approach
The methodology employs interviews with a purposive sample of local employer stakeholders. The rationale for this approach is that it allows identification of the key requirements that UHOVI will need to fulfil if it is to be successful in this endeavour, within a reasonable timeframe. The in-depth interviews also allow increased clarity in terms of the conclusions that can be drawn, particularly in terms of the recommendations for the next stages of UHOVI project.
Findings
UHOVI’s aim is to encourage social inclusion, through vocational education and training programmes explicitly suited to non-traditional learners in an area of high social deprivation. UHOVI is a strategic partnership backed by the Welsh Assembly Government and the European Social Fund, between the University of Glamorgan and University of Wales, Newport. The purpose of the project is to alleviate the long-term problems inherent within the Valleys area of Wales, which include low levels of professional and managerial jobs, limited qualifications and educational progression and high levels of economic inactivity, sickness and disability.
Practical implications
This study can also act as a case study for other similar policies undertaken in similar economic geographies in the future. It also provides an important and original insight into the underpinning design of a large scale social inclusion educational project which will be of interest to policy makers, academia and enterprise support agencies.
Originality/value
The paper provides an in-depth study of the significant UHOVI project, examining the requirements for such an initiative in terms of both content and delivery of vocational education, and how this can affect the role that an education and training programme can play in meeting a social inclusion agenda.
Thursday, 13 October 2011
Does the availability of vocational qualifications through work assist social inclusion?
an article by Erica Smith and Andy Smith (University of Ballarat, Australia) published in Education + Training Volume 53 Issue 7 (2011)
Abstract
Purpose
The purpose of this paper is to discuss whether the availability of qualifications through work-based traineeships in Australia assists social inclusion.
Design/methodology/approach
Industry case studies, of the finance and cleaning industries, were undertaken as part of a national research project on quality in traineeships. The two industry case studies were analysed to provide data on social inclusion aspects. A general discussion on the “pros” and “cons” of gaining qualifications through work, from a social inclusion point of view, is included.
Findings
The industry case studies show many advantages of work-based qualifications for people who have had disadvantaged economic and social backgrounds. The study presents a model showing how work-based qualifications help to meet the twin social inclusion goals of employment and education. However in economic hard times, the need to have a job may rule out some people. Also, some doubts about quality in work-based delivery may mean that qualifications gained through work may be of lower value than those gained at least partly through formal study.
Research limitations/implications
The models put forward are tentative, based on the findings in the research study that has been described and the authors’ earlier research. Further research is necessary to establish the social inclusion benefits of this means of gaining qualifications. In particular longitudinal research with disadvantaged people who have gained qualifications through this route is needed to evaluate whether their completion of qualifications through employment has assisted their broader economic and social engagement, and in what ways. In addition, research is needed to compare the quality and utility of qualifications gained through work and those through education providers as a poor-quality qualification may be of limited long-term use to an individual.
Practical implications
Work-based qualifications are shown to be a useful investment of public resources. The research also analyses some shortcomings of this method of gaining qualifications so that they can be addressed by employers and training providers.
Social implications
The research establishes the social inclusion utility of work-based qualifications, providing insights useful for education systems and social welfare organisations.
Originality/value
This is one of very few scholarly studies of the large-scale use of work-based qualifications.
Abstract
Purpose
The purpose of this paper is to discuss whether the availability of qualifications through work-based traineeships in Australia assists social inclusion.
Design/methodology/approach
Industry case studies, of the finance and cleaning industries, were undertaken as part of a national research project on quality in traineeships. The two industry case studies were analysed to provide data on social inclusion aspects. A general discussion on the “pros” and “cons” of gaining qualifications through work, from a social inclusion point of view, is included.
Findings
The industry case studies show many advantages of work-based qualifications for people who have had disadvantaged economic and social backgrounds. The study presents a model showing how work-based qualifications help to meet the twin social inclusion goals of employment and education. However in economic hard times, the need to have a job may rule out some people. Also, some doubts about quality in work-based delivery may mean that qualifications gained through work may be of lower value than those gained at least partly through formal study.
Research limitations/implications
The models put forward are tentative, based on the findings in the research study that has been described and the authors’ earlier research. Further research is necessary to establish the social inclusion benefits of this means of gaining qualifications. In particular longitudinal research with disadvantaged people who have gained qualifications through this route is needed to evaluate whether their completion of qualifications through employment has assisted their broader economic and social engagement, and in what ways. In addition, research is needed to compare the quality and utility of qualifications gained through work and those through education providers as a poor-quality qualification may be of limited long-term use to an individual.
Practical implications
Work-based qualifications are shown to be a useful investment of public resources. The research also analyses some shortcomings of this method of gaining qualifications so that they can be addressed by employers and training providers.
Social implications
The research establishes the social inclusion utility of work-based qualifications, providing insights useful for education systems and social welfare organisations.
Originality/value
This is one of very few scholarly studies of the large-scale use of work-based qualifications.
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