Exploring youth identities and educational pathways : habitus, technologies of time, identifications

This study entails the exploration and interpretation of youth identities and\ud educational pathways. Youth, regarded as a diversified and unequally experienced\ud phase of life, has been extended in terms of time as well as being attached to a more\ud autonomous and less transitional status. Located within the broader context of\ud redefinitions of youth and the changing content of youth experience, my concern\ud focuses upon what has been constructed in the field of youth research as 'mainstream\ud youth' or 'ordinary kids'.\ud My research was set out and conducted in Greece during the mid- to late\ud 2000s, prior to the outbreak of the financial crisis. The general aim of my inquiry is to\ud experiment with an analytical technique that allows the capture, exploration and\ud making sense of the diversity of youth. First and foremost, this study constitutes an\ud exercise in theory and method that is founded upon Bourdieu's epistemological\ud contributions. While drawing on Bourdieu's reflexive sociology I shift between three\ud different analytical standpoints and consider each as a distinctive lens through which I\ud explore different forms of youth experience. Second, the study employs exploratory\ud research, the aim of which is to unpack and look into the experiences of 'ordinary'\ud young Greeks in the era of modernisation. The data comprise youth narratives of the\ud self that have been elicited via semi-structured and in-depth interviews with young\ud Greeks in the final year of post-compulsory secondary education.\ud By deploying Bourdieu's habitus and setting it against Beck's and Giddens'\ud theorisations of reflexivity I interrogate young people's imagined futures along with\ud the material and symbolic accumulations involved in their social positioning. By\ud working with the concept of social time and drawing on Foucault's technologies of\ud the self I unravel the temporal elements of youth self-formation processes and read\ud temporalities alongside forms of self-care. Through the deployment of Hall's\ud identification I explore the multiplicity of youth identifications as well as the ways in\ud which they are stitched together to form situated temporary articulations. Overall,\ud shifting between these three different standpoints allows me to shed light on different\ud aspects of youth narratives and develop a multifaceted understanding of youth\ud identities and educational pathways

Cultural Literacy Practices in Formal Education (UK)

Executive summary: As part of our research inquiry on the development of cultural literacy in formal educational settings, empirical qualitative evidence was collected in 3 case-study schools to explore secondary education teaching practices and learning experiences regarding culture, heritage and belonging. The data were generated through semi-structured interviews with teachers and pupils, in an urban, a semi-urban and a rural locality. Teachers’ critically engaged with education policy and narrated their teaching practices as bounded by the opportunities and constraints facing their schools and localities. We captured them going beyond their roles and connecting their teaching to wider issues and learning objectives. Yet, throughout their narratives they often evoked conceptualisations of culture as external to pupils’ embodied experiences, thus reproducing dominant hierarchies of cultural value and foregrounding forms of cultural capital related to strategies of distinction. Secondly, and in relation to the above, we identified teachers’ narratives underlined by a ‘deficiency’ model, preoccupied with establishing a given values-system, underpinned by normative accounts of culture and multiculturalism. Students’ narratives of school experiences echoed their multiple social positioning. In terms of class, we observed habitual elements in their accounts of their learning strengths and weaknesses, their ideas of future pathways and their perceptions of horizons of possibilities ahead. In terms of ethnic positioning, we captured young people who identified as ethnic minority backgrounds, being significantly more engaged with issues of culture and identity compared to their peers who identified as belonging to the ethnic majority. Schools were constructed as inclusive places, though inclusion emerged as either being couched on single-dimensional, essentialistic notions of culture or superficially focusing on certain manifestations. Overall pupils and teachers’ narratives revealed the limits of inclusivity in the school contexts through: (a) a lack of consideration of the multiple interplay of differences entwined in cultural belonging and (b) the deployment of essentialistic, ethno-cultural understandings, which yield a focus on accepting difference rather than putting forward a quest for more dynamic inquiry, in-depth understanding, recognition and incorporation of diversity at institutional level

Empowering young translators : pilot action activity handbook

Empowering Young Translators (EYT) is an evidenced-based learning resource drawing on an intervention (known as a pilot action) to support young people who translate and interpret for peers, family, and the local community. EYT focuses on exploring the social, cultural, emotional and wellbeing aspects of being a young translator and/or multilingual. Young translating can be both a challenging and rewarding activity and so these guidance materials are designed to enable you to open a space for considering the emotional engagement and wellbeing of the language broker through a series of activities. Throughout this handbook, the activities are framed to explore language brokering as a caring activity that young people do for others and raise awareness of the practice of young translating across schools, community groups or youth groups. You will find this guidance useful if you encounter young translators and: - Work in a school/college - Work in the charity/NGO sector - Engage in research with young people This guidance was developed as part of the NEW ABC project, funded by the European Union’s Horizon2020 research and innovation programme. It draws together 13 partners from nine European countries with the aim of developing and implementing nine pilot actions. All NEW ABC pilot actions (activity- based interventions) include children and young people from refugee and migrant backgrounds, but also teachers, families, communities and other stakeholders in education, as co-creators of innovation to empower them and make their voice heard

The adventures of the Little Prince in the world : repilot action activity handbook

The adventures of the Little Prince in the World is an evidence-based learning resource drawing on an intervention (known as a pilot action) to support teachers, educational professionals, but also parents and students, to use narratives of migration through storytelling. The handbook follows a step-by-step overview of all co-created activities which you can use to replicate, adapt, and evaluate with your students. Adopting the literary work by Antoine de Saint-Exupéry, “The Little Prince”, the handbook offers a collection of co-created activities designed to embrace the needs, voices, and experiences of children in education and encourage them to reflect and re-imagine migratory experiences through storytelling and creative methods. You might find this handbook helpful if you: - Work in a school/college - Work in the charity/NGO sector - Engage in participatory research with children, young people and/or educators This guidance was developed as part of the NEW ABC project, funded by the European Union’s Horizon2020 research and innovation programme. It draws together 13 partners from nine European countries with the aim of developing and implementing nine pilot actions. All NEW ABC pilot actions (activity- based interventions) include children and young people from refugee and migrant backgrounds, but also teachers, families, communities and other stakeholders in education, as co-creators of innovation to empower them and make their voice heard

The Adventures of the Little Prince in the World: Repilot Action Activity Handbook

The adventures of the Little Prince in the World is an evidence-based learning resource drawing on an intervention (known as a pilot action) to support teachers, educational professionals, but also parents and students, to use narratives of migration through storytelling. The handbook follows a step-by-step overview of all co-created activities which you can use to replicate, adapt, and evaluate with your students. Adopting the literary work by Antoine de Saint-Exupéry, “The Little Prince”, the handbook offers a collection of co-created activities designed to embrace the needs, voices, and experiences of children in education and encourage them to reflect and re-imagine migratory experiences through storytelling and creative methods. You might find this handbook helpful if you: - Work in a school/college - Work in the charity/NGO sector - Engage in participatory research with children, young people and/or educators This guidance was developed as part of the NEW ABC project, funded by the European Union’s Horizon2020 research and innovation programme. It draws together 13 partners from nine European countries with the aim of developing and implementing nine pilot actions. All NEW ABC pilot actions (activity- based interventions) include children and young people from refugee and migrant backgrounds, but also teachers, families, communities and other stakeholders in education, as co-creators of innovation to empower them and make their voice heard

Empowering Young Translators: Pilot Action Activity Handbook

Empowering Young Translators (EYT) is an evidenced-based learning resource drawing on an intervention (known as a pilot action) to support young people who translate and interpret for peers, family, and the local community. EYT focuses on exploring the social, cultural, emotional and wellbeing aspects of being a young translator and/or multilingual. Young translating can be both a challenging and rewarding activity and so these guidance materials are designed to enable you to open a space for considering the emotional engagement and wellbeing of the language broker through a series of activities. Throughout this handbook, the activities are framed to explore language brokering as a caring activity that young people do for others and raise awareness of the practice of young translating across schools, community groups or youth groups. You will find this guidance useful if you encounter young translators and: - Work in a school/college - Work in the charity/NGO sector - Engage in research with young people This guidance was developed as part of the NEW ABC project, funded by the European Union’s Horizon2020 research and innovation programme. It draws together 13 partners from nine European countries with the aim of developing and implementing nine pilot actions. All NEW ABC pilot actions (activity- based interventions) include children and young people from refugee and migrant backgrounds, but also teachers, families, communities and other stakeholders in education, as co-creators of innovation to empower them and make their voice heard

National curriculum review reports

National Curriculum Review Reports will be produced for each consortium country in M8. This deliverable will draw on the content/textual analysis of school curricula and textbooks on subjects covering issues of national history, cultural heritage, identity and citizenship

Mapping reports of cultural heritage

Mapping reports of locally formed cultural heritage and the degree of difference between the particular heritage sites will be delivered for each consortium country by M14. This deliverable will map the heritage ‘offer’ in each country, by exploring the existing discourses and institutional practices that constitute the representation and use of cultural heritage in each geographical location of the CHIEF consortium. The chief purpose of this deliverable is to provide background information for the selection of specific heritage spaces/sites (two in each country) for case-studies in the second phase of this WP