This article focuses on how consumerism, as a social ideology, and consumption, as an individual activity, are used by adolescents to mark and mask differences in the process of identity construction. Data are drawn from an ethnographic study of urban youth. The act of consuming for the adolescents in this study forms an integral part of their identity performance across the intersectionality of the self ’s experience of gender, race, and class. For females in this study, consumption is linked to gender performances based on the maintenance of an attractive and fashionable appearance as dictated by social perceptions of femininity. Girls’ future aspirations are indirectly associated to consumptive acts through the ambition for financial emancipation. Consuming, or aspiring to consuming, for males in this study facilitates the achievement of a morality realized through the fulfillment of male responsibility toward the traditionally perceived “dependent” members of the family: mother, wife, and children.
Parent training has been shown to be an important means of supporting families living with autism-but such services are not universally accessible. A multinational project funded by the European Commission has been developed in order to establish such parent training in three southeastern European countries. To ensure that the training was relevant and appropriate, a survey was carried out in autumn 2015 to ascertain the attitudes of parents of children with autism in Croatia, Cyprus and the Former Yugoslav Republic of Macedonia regarding this issue, and to identify the areas of training that they felt most important. Two hundred and fifty-three surveys were distributed, and 148 were returned, a response rate of 58%. Respondents in the three counties were overwhelmingly positive about parent training, with almost 90% stating that they would like to attend such training. Weekend training sessions were preferred by the majority of respondents. There was wide variation between the three countries with regard to what content was felt important to be included, with parents in the FYR of Macedonia seeking information in the greatest number of areas. Five topics were prioritised by parents across all three countries. These were: • Strategies for enhancing my child's communication • Strategies on facilitating my child's interaction with other children • Sensory integration and development • General information on behavioural management strategies • Identifying and/or developing socialisation opportunities
This article focuses on examining and understanding the way motherhood and babyhood are constituted in the midst of cultural practice and particularly though consumption as a fundamental and constitutive element of modern-day definitions and understandings of motherhood and babyhood. More specifically, the article focuses on how middle-class first-time (to be) Greek Cypriot mothers acquire a sense of motherhood and simultaneously construct notions of babyhood as their pregnancies unfold; how the experience of pregnancy is lived and perceived by expectant mothers as a state of anxiety and a condition of risk; and, finally, how all these processes are mediated by consumption broadly conceived. Findings of this qualitative study show that the experience of pregnancy for these women was associated with feelings of acute anxiety for the amelioration of which they engaged in a variety of consumptive practices, especially medically related, which served to further institute consumption as a constitutive element of 'motherhood proper'.
This paper examines the experiences of minority students from two different cultural groups, immigrant children of Pontian background and indigenous minority children of Roma descent, in the Greek-Cypriot educational system. Through a joint re-examination of results from two different qualitative studies, this paper delineates similarities and differences of how life at school is experienced through the eyes of children who are not part of the mainstream, in an effort to gain insight into the nuances of being a minority child in the specific educational system. Comparisons across the two groups of children suggest that although both groups shared a minority status, they nonetheless experienced marginalisation across different dimensions that were linked to their dual multilayered position as both insiders and outsiders. Attention to such complexities enables us to gain deeper understandings of children's lives, as too often the category of 'minority child' seems to be treated as a monolithic and homogeneous one.
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