Progressing social capital: including the experiences of young people with mind-body-emotional differences Louise Holt University of Reading, UK

Slides:



Advertisements
Similar presentations
Making My Place in the World
Advertisements

Disability Studies Conference, Lancaster July 2004 Normative ethics and non-normative embodiment Jackie Leach Scully Unit for Ethics in the Biosciences,
Theorising Qualitative Methods: Paradigms and Methods Sheila Riddell, Centre for Research in Education Inclusion and Diversity, University of Edinburgh.
Using multiple theoretical lenses to explore childhood intersectional identities and (in)equalities? Dr Kylie Smith University of Melbourne Paper presented.
The Well-being of Nations
Postcolonial Theory Feminist Theory. CRITICAL THEORY an interdisciplinary social theory oriented toward critiquing and changing society as a whole, in.
Open All Areas Partners: difficult to find them (internal and external) and to get them to commit, different goals, coordination of the cooperation, different.
Changing children’s services: challenges for education,
North Central Regional Center for Rural Development
1 Embodied social capital and geographic perspectives: performing the habitus Louise Holt University of Reading, UK 4 th International.
‘Museums, Social Capital, and Everyday Life Gaynor Bagnall.
Police Leadership Review Horizon Scanning and Interpretation January 2015 Professor Harry Scarbrough.
Paul White Professor of European Urban Geography University of Sheffield, UK Plenary address to the IMISCOE cross-cluster theory conference, Lisbon, 13.
T HINKING ABOUT RELATIONSHIPS BETWEEN MEN AND WOMEN Partners, parents and people Prof Brid Featherstone Open University.
Researching intersectionality and locality Children’s rights, social justice and social identities in Scotland: intersections in research, policy and practice,
Diversity Issues in Group Counseling Issues in Counseling and Psychotherapy Many counseling and psychology related organizations have recognized the need.
Step 1 - Community Engagement and Analysis
RECAP…. MEST 3 This is the exam unit for your A2 year and accounts for 50% of your A2 grade (25% of your overall qualification). As with the AS exam, this.
Assessment, Analysis and Planning Further Understanding the contribution of extended family P17 1.
Sustainable lives in sustainable communities Living and working in suburban Australia Philippa Williams, Barbara Pocock, Ken Bridge & Jane Edwards Centre.
South Asia Regional Child Poverty Meeting Kathmandu 7-9 May 2008 ‘Study on Child Poverty and Disparities’ Country Progress Nepal.
Chapter 5 Leadership and Diversity
CRITICAL City-Regions as Intelligent Territories: Inclusion, Competitiveness and Learning.
Cultural Deficit vs. Cultural Discontinuity
IVF: Modern miracle or risky procedure? Transformations: gender, reproduction and contemporary society (Week 10) Karen Throsby
Socio-spatial inequalities and emotional landscapes of body size Peter Hopkins School of Geography, Politics and Sociology Newcastle University UK NE17RU.
Power and Potency of SOCIAL CAPITAL Al Condeluci, PhD CLASS.
Sustainable Development as the Global Framework
SPECA Regional Workshop on Disability Statistics: Dec 13-15, 2006 Purposes of Disability Statistics Jennifer Madans and Barbara Altman National Center.
+ Social Theories: Part I PHED 1007 January 19, 2015.
Anti-humanism, affects and the sexuality-assemblage Nick Fox, University of Sheffield, UK Pam Alldred, Brunel University, UK.
Kristian Stokke folk.uio.no/stokke
Framework for the Measurement of Social Capital in New Zealand Rachael Milicich General Manager Geography, Regional and Environment.
Disability: sameness and difference Kirsten Stalker University of Strathclyde Faculty of Education Professorial Lecture Series 18 November 2008.
A Developmental Model of Intercultural Sensitivity Source: Milton J. Bennett Power and Difference March 20, 2012.
Childhood Neglect: Improving Outcomes for Children Presentation P17 Childhood Neglect: Improving Outcomes for Children Presentation Understanding the contribution.
1 Introduction: The Irish industrial and reformatory schools system was Ireland’s residential care system for children and young people, both non-offenders.
Scoping the assessment needs of child carers of adults with long term conditions Dr. Lioba Howatson-Jones & Esther Coren R Research Centre for Children,
The secret language of sex: troubling relationships between disabled youth and their parents in the provision of sexuality education in.
Building social capacity for older people through ICTs Jeni Warburton John Richards Research Initiative La Trobe University Australia.
Social Justice Why are issues of diversity, oppression and social justice important to everyone? Do individuals have a responsibility to support social.
Introduction to your market for social capital. “From each according to his ability, to each according to his need.”
Childhood Neglect: Improving Outcomes for Children Presentation P3 Childhood Neglect: Improving Outcomes for Children Presentation Identifying family and.
Community Vitality: A Thematic exploration through detailed literature reviews.
Planning for Diversity and Equality in Schools Dr Mary Gannon NUIG Summer School 21 st June 2006.
Key Issues for SENCOs. Early identification of need Focus on Foundation Stage Speech, language and communication Social, emotional and behavioural development.
Cross Cultural Health Care Conference Community Collaborations and Interventions: Models of Community Engagement October 8, 2011 Angela Sy, DrPH Assistant.
Taking time to listen: The challenges of longitudinal qualitative research with children in a family setting Tess Ridge ESRC Research Methods Festival.
Chapter 8: Diversity Issues in Group Work
Participatory Research Methods: Doing research inclusively Melanie Nind Quest seminar 9 October 2013.
Module 9: Introduction to Personalised Social Support an approach of proximity social services and person centred approach to inclusion Training Kit :
Access to inclusion and community through culture: Parents’ use of capital to improve the inclusion of their children with disabilities at a minority language.
Representation Who has voice (and who does not). Images, Images Everywhere! over abundance of images surround us we cant immediately decode all of the.
An introduction to intersectionality: relevance for researching health inequities Dr Anuj Kapilashrami Lecturer, Global Public Health Unit & Centre for.
Academic perspectives: Quantitative and qualitative paradigms in studying migrant youth identity Paul Lambert (University of Stirling) Presentation to.
The implications of poverty for educational effectiveness in all schools School Effectiveness & Socio-economic Disadvantage.
Resources for (successful) active citizenship The starting points The successfulness of citizens’ activities depends on individual, i.e. personal, capacities,
Theories of Gender and Higher Education Oct 2 nd, 2006.
CENTRE FOR EXCELLENCE IN TEACHING & LEARNING ASSESSMENT FOR LEARNING CETL Associates Project Angelina Wilson and Nicola Reimann CENTRE FOR EXCELLENCE IN.
Nigel Asbridge Chaplain Missioner The Children’s Society learning.
+ Major Event and Festival Impacts Lecture 6: Social and Cultural Impacts.
PROCESS OF GROWING UP. Activity 1: Understanding and challenging Domestic Violence.
PhD study by Michelle Townsend Supported by the Centre for Children and Young People, Southern Cross University and the NSW Department of Community Services.
Regional Priorities for Implementation of the 2030 Agenda Statistics and mainstreaming of the SDGs to address vulnerability.
SRE Parents’ Meeting Years 5 and 6 Wednesday 18 th May 2016.
Social Policy Ideology and Impact. The welfare state State plays a key role in the protection and promotion of the economic and social well-being of its.
QUALITATIVE RESEARCH IN PERSPECTIVE. QUALITATIVE APPROACHES -Qualitative research is an interdisciplinary, transdisciplinary, and sometimes counterdisciplinary.
INSTITUTIONS: FAMILY AND EDUCATION Stratification Part 1.
Developing Birmingham’s Domestic Abuse Strategy Defining the Role and Needs of Schools.
Open All Areas Difficulties met in the process
Presentation transcript:

Progressing social capital: including the experiences of young people with mind-body-emotional differences Louise Holt University of Reading, UK International Population Geography Conference, 19 July 2006

Structure Introduction Theorising social capital – including young people with mind-body-emotional differences The study / methodology Empirical results Conclusions

Research objectives Examine young people’s experiences and interpretations of inclusion/exclusion in school and ‘leisure’ spaces, with a focus on young people with disabilities and Social Emotional and Behavioural Difficulties (SEBD) Explore how such experiences are interconnected to other power relations, including gender, ethnicity, social ‘class’ and social and economic capital Illuminate and prioritise young disabled people’s voices for identifying good practice for maximising the social inclusion of young disabled people in school and leisure spaces, within the wider remit of sustainable urban development Funded by EPSRC Geographical Grant

Disability

Social capital The concept of social capital – contradictory position within policy arena and academic debate Seen as a panacea: ‘an impressive and growing body of research suggests that civic connections help make us healthy, wealthy and wise’ (Putnam, 2000: 228) Conceptual confusion over the definition and assessment And theoretical, empirical and conceptual critiques levelled at most cited exponents (Putnam ) Social capital declared (almost) dead (Radcliffe, 2004; Foley and Edwards, 2001)

(De)stabilising benign social capital Bourdieu – context specific Interdependent with other forms of capital (Foley and Edwards, 2001) A different understanding of agency – embodied, not fully conscious or reflexive (habitus) Social capital as reproducing inequalities and privilege rather than a holistic social good

Theorising social capital ‘… ‘The volume of the social capital possessed by a given agent … depends on the size of the network of connections he can effectively mobilize and on the volume of the capital (economic, cultural or symbolic) possessed in his own right and by each of those to whom he is connected’ (Bourdieu, 1985: 250). ‘alchemy of consecration’ (Bourdieu, 1985: 251) to transform contingent relationships into relationships of mutual obligation’.

Theorising social capital Does not consider role of children and young people as agents (Morrow, 2001; see also Schaefer McDaniel, 2004). Economically reductionist (economic capital at root: Bourdieu, 1985; Butler, 1993) Doesn’t explicitly theorise differences according to other ‘axes of power relations’ (Butler, 1990) – gender/sex, sexuality, ethnicity/race, (dis)ability … Greater sensitivity to how ‘norms’ are reproduced through social capital. And incorporated into relational embodied identities. A mechanism for exploring the interconnection between broader socio-spatial inequalities and embodied experiences of naturalised identities?

Theorising norms of body difference Bodies inscribed with powerful categories, e.g. ‘child’/‘adult’ & ‘disabled’/‘non-disabled’ > entwine with corporealities – experienced as marginalised identities. Reproduced through everyday practices and performances (Butler, 1990, 1993, 1997, 2004) Childhood: Key focus of social reproduction. Due to ‘immaturity’ and (perception of) children as more ‘open’ to learning. As children are institutionalised. Learn ‘hidden’ notions of appropriate identity positionings Children’s agency > active agents in social reproduction

Theorising norms of body difference Disability Presented as a ‘natural’ category which is essentially mapped on to dualistic bodies Represented as ‘other’ than non-disability (individual tragedy model) Foreclosure from human experience (Butler, 2004; Morris, 1991).

Transforming norms of body difference? Socio-spatial processes of disablement (social models): Socio-spatial dialectic Cultural encoding of space (Kitchin, 1998) Embodied social models - non-essentialist, sensitive to differences and corporeality Ableism (Imrie, 1996; Chouinard, 1997) Repetitive performances that emphasise differences above multiple similarities naturalise identities as ‘disabled’ or ‘non-disabled’ (Butler, 1993, re: gender). Mind-body and emotional differences – Special Educational Needs

The study In-depth qualitative research with 18 young people (aged 11-16) diagnosed as having ‘Special Educational Needs’ (SEN) >Learning, Bodily Social-Emotional and Behavioural Differences Methodology: ‘ Empowering’ and ‘participatory’ Adapting: self-directed photography (Aitken and Wingate, 1993) – storyboards (Young and Ansell, 2002) to produce cartoon caption story boards Repeated focus groups Flexible, semi-structured, young people engaging in other activities – especially story boards Focus groups as a social encounter

Disability differences’

Inclusions Young people variously included/excluded, tied to ability/disability and other aspects of power – interconnected processes The majority of young people had some friends (although many also experienced shifting exclusions and marginalisations) Variously intensive or extensive Gender difference (often, not always!) Bonding and bridging (Warren et al., 1999)

Bonding Bonding around disabled identity Disability as a positive resource for inclusion: Access to interesting activities Disability-specific equipment resource for games A: We have wheelchair races R: Who do you have wheelchair races with? A: The boys I said. N: And I usually run with them, don't I? A: Yeah (FG 5)

Bonding – disabled identity ‘P: It's usually me, Leanne and Jo. But if it's pupils it's me and Jason and maybe a couple of others that are have been following us. R: And are they people in your class, Leanne and Jo then? N: They're a year younger. R: Okay, how did you get to know them? P: Leanne done physio and then I met Jo through Leanne.’ (FG 8).

Also a response to experience of ‘othering’ Exclusions: fall outside of ‘norms’ of social participation especially some with social and emotional differences ‘No, I ain't really got friends’ (Lee) ‘Yeah, because you're always bossy. That's why’ (Adrian) (FG1) ‘R: What do you do at break or lunchtime? [SEVERAL SPEAK] L: I just sit on my arse and do nothing’ (FG2) H: Because this school's crap! R: Why is that? H: Because, no because I get bullied and then no-one sorts it out and then it ends up my mum having to come to school. R: Who do you get bullied by? H: People in my class that think it's funny to take the mickey out of disabled people… (FG8)

Bonding versus bridging social capital? Bridging – more potential for convertibility? The importance of bonding – to provide ‘emotional capital’ Support for producing extensive social networks Young people with only extensive networks more vulnerable ‘Trust, generosity and reciprocity’, but also living with betrayal, lack of trust and aspects of stigmatisation … Depends upon the ‘capitals’ of who you bond or bridge with Location within networks (not just a case of in/out of a network) Influenced by broader socio-spatial contexts … The normative expectations reproduced through everyday practices within social networks and through exclusions

(Dis)abling social capital (Re)producing and accepting a ‘disabled’ identity through forging exclusive disabled groups Also through everyday socio-spatial practices within social groups Can transform dominant representations of (dis)ability: Holly does not embody the tragic, passive, dependent stereotype suggested through individual tragedy accounts Actively contests the negative labelling by peers: H: … they know that I'll retaliate and I will retaliate. R: What do you do? What do you do if you retaliate? H: I like use my mouth back, my only weapon I've got. R: And what kinds of things do you say? L: I don't think you'd like to know. H: No, don't think you would (FG8)

Different ‘value’ of social networks Central and marginalised groups within young people’s cultures Different ‘convertible’ value of various social networks - ‘institutional’ cultural capital Many young people, especially with socio-emotional differences, within anti-school networks – ‘dark side’ (Putzel, 1997) C: I had detention yesterday well funny. S: Did you go? C: Yeah! S: What a loser! C: Do you know what, right I got a double detention for disruption. S: I got a detention for trying to get out of PE then when I said something, I give it away! (FG3) Low level criminal activity – health risking behaviour

Conclusions …. More nuanced understanding of social capital > re- engagement A variety of levels: 1.Providing essential support and emotional capital – whatever the other ‘values’ - can be conflictual and hierarchical 2.(Re)produce and transform norms of identity – e.g. disability – socio-spatially shifting – connected to other axes of power and context - extremely powerful in reproducing social exclusion! 3.Variously convertible – connection with institutional cultural capital. Cannot ignore other factors The convertibility of social capital in this context constrained by socio-spatial context of the school, and issues of urban disinvestment and decline Need to more fully consider socio-spatial context – specific spaces/places within broader social, economic, cultural processes to embodied inequalities