The Great Meeting Place: A Study of Bradford's City Park

City Park opened in early 2012 and despite some on-going criticism, during the summer the site drew thousands of people to the heart of Bradford and was the scene of much relaxed and good natured conviviality amongst socially diverse groups. As a new and unique public space in Bradford and a focal point for the city, a number of staff from the Centre for Applied Social Research believed researching City Park to be a fruitful endeavour to help promote a dialogue with the public and other sectors about living together in Bradfor

Transnational communities for dismantling detention: From Manus Island to the UK

Behrouz Boochani published No Friend but the Mountains: Writing From Manus Prison in 2018 which went on to win the 2019 Victorian Prize for Literature while he was still incarcerated in Manus Prison. Since its publication the book has attracted a great deal of worldwide attention, particualrly from UK academics – it was released in the UK in 2019. Prior to winning Australia’s richest literary award his film Chauka, Please Tell Us the Time had its world premiere at the Sydney Film Festival and its international premiere at the BFI London Film Festival. The feature-length film has also been screened at numerous UK universities. In February 2020 Behrouz and translator Omid Tofighian engaged with academics and activists in the UK over a series of events; this article is an edited version of various conversations that emerged from these collaborations and critically discusses the global nature of border violence and the colonial ideology at the heart of immigration detention

'Dreamers’, (un)deserving immigrants and generational interdependence

Undocumented young people known as the ‘Dreamers’ have become the embodiment of the ‘deserving immigrant’ in US public debates on immigration. Through exploring the narratives of undocumented young organisers in California, this article examines how they came to be framed in this way and the limitations of this as a pathway to social justice. It explores their accounts of organising in the undocumented youth movement to examine how their relationships with their families have influenced their engagement with the Dreamer narrative and its contestation. It was found that the figure of the deserving Dreamer represented an overly individualised account of migrant youth experiences and trajectories. Drawing on a relational understanding of migration and life course pathways, it is argued that undocumented youth are embedded in interdependent intergenerational relationships which affect their experiences and outcomes and therefore need to be recognised in any pathway to social justice

Teaching Mindfulness to Teachers: a Systematic Review and Narrative Synthesis

School teachers report high levels of stress which impact on their engagement with pupils and effectiveness as a teacher. Early intervention or prevention approaches may support teachers to develop positive coping and reduce the experience and impact of stress. This article reviews research on one such approach: mindfulness-based interventions (MBIs) for school teachers. A systematic review and narrative synthesis were conducted for quantitative and qualitative studies that report the effects of MBIs for teachers of children aged 5– 18 years on symptoms of stress and emotion regulation and self-efficacy. Twelve independent publications were identified meeting the inclusion criteria and these gave a total of 13 samples. Quality appraisal of the identified articles was carried out. The effect sizes and proportion of significant findings are reported for relevant outcomes. The quality of the literature varied, with main strengths in reporting study details, and weaknesses including sample size considerations. A range of MBIs were employed across the literature, ranging in contact hours and aims. MBIs showed strongest promise for intermediary effects on teacher emotion regulation. The results of the review are discussed in the context of a model of teacher stress. Teacher social and emotional competence has implications for pupil wellbeing through teacher–pupil relationships and effective management of the classroom. The implications for practice and research are considered

‘Home Journeys: im/mobilities in young refugee and asylum seeking women’s negotiations of home’

Research with refugees and asylum seekers tends to be divided into research with adults or research with children under the age of 18. This is despite relational approaches to studying age that contest such dichotomous and fixed understandings of ‘life-stages’. This article seeks to provide an insight into the experiences of young women who in legal, policy and migration research terms are placed along the borders of this category divide. The article explores the experiences of young (16- to 25-year-old) refugee and asylum-seeking women in the UK and examines the role of im/mobility in their negotiations of home