Suchergebnisse

PurposeRacialised misrepresentation circulated en masse can be understood as a form of symbolic and cultural violence. Such misrepresentations create a dominant cultural narrative that positions people of African background as violent and troubled and therefore incompatible with Australian society. Young people from various groups have been using arts-for-social-change to challenge and dismantle these imposed misrepresentation and reconstruct narratives that reflect their lived experiences. The purpose of this paper is to explore sound portraits, both the process and product, by tracing the journey of New Change, arts collective comprised of young women of African heritage, who have been pushing for social change.Design/methodology/approachThis collaborative research mobilises arts methodologies, bringing together sound arts, audio documentary and narrative research methods. Data gathering included arts artefacts and interviews with the young women and sound recordings from news media to craft a sound portrait entitled "Battle for truth".FindingsBattle for Truth is a sound portrait that serve as the findings for this paper. Sound portraits privilege participants' voices and convey the complexity of their stories through the layering of voices and other soundscapes. This sound portrait also includes a media montage of racialised misrepresentation.Social implicationsThrough their restorying, sound portraits are a way to counter passive and active forgetting and wilful mishearing, creating a space in the public memory for polyphonic voices and stories that have been shutout. Sound portraits necessitate reflexivity and dialogue through deep listening, becoming important sites for reimagining possibilities for social change and developing new activist avenues.Originality/valueThis paper brings together sonic methods, liberation arts and social justice perspectives to attend to power, race, gender and voice.

Places of Privilege examines dynamics of privilege and power in the construction of place in a period of the rapid social transformation of places, borders and boundaries. Drawing on inter-disciplinary perspectives, the book examines place as a site for the making and re-making of privilege, while considering new meanings of community, and examining spaces for cultural identity and resistance. Chapters point to a range of conceptual resources that can be utilised to produce critical analyses of place-making. As the authors point out, power and privilege shape place but these dynamics are in turn shaped by the specific place based histories and social dynamics within which they are located. Contributors are: Lutfiye Ali, Alison M. Baker, Paola Bilbrough, Tony Birch, Jora Broerse, Sally Clark, Josephine Cornell, Yon Hsu, Lou Iaquinto, Karen Jackson, Shose Kessi, Rebecca Lyons, Chris McConville, Nicole Oke, Amy Quayle, Alexandra Ramirez, Kopano Ratele, Christopher C. Sonn, and Ramón Spaaij.

Sound portraiture blends audio-documentary techniques and qualitative arts-based and narrative methods, privileging participants' voices and conveying the complexity of their stories through the layering of sound. We created sound portraits that negotiated the multiple and often conflicting voices, histories and subject positions for South African migrants who psychologically straddle home and host lands. Sound portraits speak to the history of colonialism, Apartheid, displacement, and the continuities of power and privilege in people's lives. We argue for the use of sound portraits as an aesthetic representation of lived experience and as a medium through which research knowledge becomes democratised.

In the USA, out‐of‐school suspension leaves numerous young people in transition, caught between the school and their communities. A limited body of literature neither documents the experiences of suspended young people from ethnically diverse populations nor provides insight into the spaces they occupy. This study used an exploratory mixed methods design to identify psychological, social and spatial dimensions of social connectedness in the experiences of suspended young people participating in a community intervention. The study aimed to explicate social connectedness as a protective factor and how underlying dimensions of social connectedness construct sites of recovery for suspended young people.

This book foregrounds the provision of education for young people who have been remanded or sentenced into custody. Both international conventions and national legislation and guidelines in many countries point to the right of children and young people to access education while they are incarcerated. Moreover, education is often seen as an important protective and 'rehabilitative' factor. However, the conditions associated with incarceration generate particular challenges for enabling participation in education. Bridging the fields of education and youth justice, this book offers a social justice analysis through the lens of 'participatory parity', the book brings together rare interviews with staff and young people in youth justice settings in Australia, secondary data from these sites, a suite of pertinent and frank reports, and international scholarship. Drawing on this rich set of material, the book demonstrates not only the challenges but also the possibilities for education as a conduit for social justice in custodial youth justice. The book will be of immediate relevance to governments and youth justice staff for meaningfully meeting their obligation of enabling children and young people in custody to benefit from education; and of interest to scholars and researchers in education, youth work and criminology. .

The 6th International Conference on Community Psychology was held in the city of Durban in South Africa in 2016. The conference theme 'Global Dialogues on Critical Knowledges, Liberation and Community' reflected the country's current political struggle for transformation and the connection to issues of social and economic inequality internationally. Guided by storytelling as a methodology, this paper draws on individual reflections of delegates from NAME University to explore the implications of the conference for us individually and collective in terms of teaching, research and action. We organise our collective reflections on our conference experience around two themes: the constraints and challenges of psychology teaching and training, and the value and challenges associated with critical and contextualised approaches to community psychologies. Drawing on these reflections, the implications for teaching, research and practice is discussed as well as the importance of forging spaces for networking, support for contextualised approaches to community psychology.