Suchergebnisse

Abstract
Media and political debates on refugees and migration are dominated by a discourse of  'fake' and 'bogus' asylum claims. This article explores how this discourse affects in acute ways those people claiming asylum on grounds of sexual orientation or gender identity (SOGI). In particular, the article shows how such a discourse of 'fakeness' goes far beyond the well-documented and often inadequate credibility assessments carried out by asylum authorities. By framing the analysis within the context of the scholarship on epistemic injustice, and by drawing on a large body of primary and secondary data, this article reveals how the discourse of 'fake' SOGI claims permeates the conduct not only of asylum adjudicators, but also of all other actors in the asylum system, including non-governmental organizations, support groups, legal representatives, and even asylum claimants and refugees themselves. Following from this theoretically informed exploration of primary data, the article concludes with the impossibility of determining the 'truth' in SOGI asylum cases, while also offering some guidance on means that can be employed to alleviate the epistemic injustice produced by the asylum system against SOGI asylum claimants and refugees.

Wesemann offers a refreshingly insightful and theoretically sophisticated analysis of the jurisprudence of the Court of Justice of the European Union (CJEU) on EU citizenship by framing her analysis within the theory of constitutional rights developed by German theorist Robert Alexy.

This contribution explores the adequacy of EU action with regard to the Roma. The expulsion of large numbers of Roma individuals, accompanied by other discriminatory practices and forms of hostility, exclusion and violence against the Roma across Europe, has brought the attention of the media and policy makers to Roma issues to a greater extent than ever before during the last decade. The range of problems still afflicting the lives of many Roma individuals nowadays is extremely wide, well researched and profusely documented. This contribution leaves aside issues related to free movement and EU citizenship, thus moving the debate beyond the narrow framework of the 'migrant Roma'. This contribution considers the wide range of relevant EU competences in this field, and assesses how comprehensive and appropriate the EU's approach to Roma issues is. The analysis combines legal instruments, policy papers, and case law, draws from legal and non-legal literature, and integrates considerations of a social, economic and cultural nature. In the process, this contribution considers themes that cut across several strands of the EU's Roma policy, including fundamental rights, intercultural sensitivity, the limits of the 'integration model', and issues of enforcement, monitoring and funding. The logical narrative developed puts together the key jigsaw pieces that currently contribute to an EU Roma policy, and clearly identifies the limitations of the present state of affairs. Finally, this contribution interrogates the trends underlying the development of the EU Roma policy and puts forward a range of recommendations.

Abstract
The importance of the impact of new information and communication technologies (ICTs) on society and the everyday life of social actors has allowed sociological analysis to extend its grasp far beyond the obvious features of the network society. Since the incidence of these phenomena intersects with ways of communicating and accessing information, it becomes increasingly reasonable to consider a series of changes and reconfigurations within teaching contexts and, essentially, the educational relationship. The analysis of the secondary classroom must take these emerging realities into account and combine them with existing models. This article proposes widening the sociological debate around school changes, contributing with new analytical features concerning classroom ethnography.