Resistance, Resilience and Social Identities: Reframing ‘Problem Youth’ and the Problem of Schooling

Bottrell, Dorothy

doi:10.1080/13676260701602662

Cited by 111 publications

(101 citation statements)

References 23 publications

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“…These include a lack of employment opportunities and digital skills, substance abuse and involvement in crime. They are largely congruent with the findings of related studies (Shook et al 2013;Goodkind, Schelbe & Shook 2011;Bottrell, 2007;Wyn & White 1998). Previous studies have also shown that these challenges are not unique to this community, but are of national concern in South Africa (Yu, 2013;Lam, Leibbrandt & Mlatsheni, 2007;Statistics South Africa, 2014;Banerjee et al, 2008;Kingdon & Knight, 2004).…”

supporting

confidence: 78%

Exploring Digital Archive System to Develop Digitally Resilient Youths in Marginalised Communities in South Africa

Ochieng

Olugbara

Marks

2017

E J Info Sys Dev Countries

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Promoting digital skills among the youth in marginalised communities can boost their digital resilience, facilitate effective participation in the knowledge economy and foster positive development. However, in developing countries, government and other stakeholders are confronted by several challenges that hamper such projects. These include poor digital infrastructure, a lack of digital capacity, high levels of digital illiteracy, limited access to local digital content, and widespread apathy and mistrust amongst marginalised communities. This article explores the use of a digital archive system to develop digital skills among the youth in the marginalised Kenneth Gardens community in South Africa. A series of training workshops was conducted over a period of 12 months with a pilot group of youths to develop their digital skills. The Kirkpatrick model provided the conceptual framework to evaluate the level of skills acquired. The data were subjected to qualitative analysis and the results show that the use of a digital archive system has significant potential to develop digitally resilient youth.

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supporting

confidence: 78%

Exploring Digital Archive System to Develop Digitally Resilient Youths in Marginalised Communities in South Africa

Ochieng

Olugbara

Marks

2017

E J Info Sys Dev Countries

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“…Moreover, adverse events may not be experienced by individuals in similar ways, raising significant implications for understanding individual responses. One reaction to the universalising tendency of contemporary notions of resilience is a call to attend to individuals' perceptions of resilience (Bottrell 2007;Fergus and Zimmerman 2005) such that the 'definition of resilience itself should be based less upon so-called objective cut-off scores, but also upon culturally and socially relevant rating of success […] whether or not a person has proved to be successful and is well adjusted is very much an issue of individual determination' (Harvey and Delfabbro 2004, 11).…”

Section: Introductionmentioning

confidence: 99%

Learning from the past: young Indigenous people's accounts of blood-borne viral and sexually transmitted infections as resilience narratives

Mooney-Somers

Olsen

Erick

et al. 2011

Culture, Health & Sexuality

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The Indigenous Resilience Project is an Australian community-based participatory research project using qualitative methods to explore young Aboriginal and Torres Strait Islander people's views of blood borne viral and sexually transmitted infections (BBV/STI) affecting their communities. In this paper we present an analysis of narratives from young people who had a previous BBV/STI diagnosis to explore how they actively negotiate the experience of BBV/STI infection to construct a classic resilience narrative. We examine two overarching themes: first, the context of infection and diagnosis, including ignorance of STI/BBV prior to infection/diagnosis; and second, turning points and transformation in the form of insights, behaviours, roles and agency. Responding to critical writing on resilience theory, we argue that providing situated accounts of adversity from the perspectives of young Indigenous people prioritises their subjective understandings and challenges normative definitions of resilience.

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“…The aim is to re-engage them in forms of learning that will give them access to the formal economy without marginalising them further or deepening their existing legitimate concerns about re-engaging with formal education. These young people are the younger siblings, cousins and neighbours of a research study conducted by Bottrell (2007) at the same youth centre.…”

Section: He Argues Thatmentioning

confidence: 99%

“…These include making ends meet; dealing with related stress; managing the complex bureaucracies that provide educational, housing and health services; coping with illness and especially for indigenous young people, mourning the premature death of friends and relatives (Bottrell 2007).…”

Section: He Argues Thatmentioning

confidence: 99%

Re-engaging marginalised young people in learning: the contribution of informal learning and community-based collaborations

Hayes

2012

Journal of Education Policy

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In the twenty-first century, a socially just system of schooling prepares all young people to adapt to new technologies, and participate in a global economy that is highly differentiated at the local level. In Australia and other countries where local markets have become heavily dependent on service economies, 'workingclass' families are less able to exchange their labour for low-paid wages in factories and other industries, and they are more dependent on education and its accrediting authority than they have been in the past. At the same time, the influence of markets on education has allocated schools to these families, which operate under the least favourable conditions and produce weak outcomes. This paper illustrates how enterprising community collaborations can ameliorate some of these effects. It outlines relevant research about young people who do not complete school, and it describes the implementation of a learning programme in inner Sydney as a means of explicating some of the conditions required to re-engage young people in learning. It is argued that a socially just system of schooling assists young people to construct life narratives in which they are able to chart their way through and around problems, and accumulate the skills, knowledge and dispositions they need to access the formal economy.

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Resistance, Resilience and Social Identities: Reframing ‘Problem Youth’ and the Problem of Schooling

Cited by 111 publications

References 23 publications

Exploring Digital Archive System to Develop Digitally Resilient Youths in Marginalised Communities in South Africa

Exploring Digital Archive System to Develop Digitally Resilient Youths in Marginalised Communities in South Africa

Learning from the past: young Indigenous people's accounts of blood-borne viral and sexually transmitted infections as resilience narratives

Re-engaging marginalised young people in learning: the contribution of informal learning and community-based collaborations

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