Youth Negotiating Belonging in a Global World

Habib, Sadia; Ward, Michael R. M.

doi:10.1007/978-3-319-96113-2_1

Cited by 3 publications

(6 citation statements)

References 23 publications

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“…As Fenster (2005, p. 229) puts it, ‘our daily practices help us draw our “private (rural) city” and to underline the intimate allies and paths that we use in our daily practices’. Belonging was not constructed by participants as a ‘sense of security’ (Habib & Ward, 2020, p. 1) or feeling that one had a stake in the community they lived in (Anthias, 2006, p. 21). Rather belonging existed in spaces of routine and repetition that were enlivened by these mundane performances of belonging, and came to form key contours of their lives.…”

Section: Discussionmentioning

confidence: 99%

“…Belonging is often used in self‐explanatory ways (Wright, 2015) and with a lack of conceptual and empirical clarity (Noble, 2020). Often, it has been conceptualised as feeling connected, at home and with ‘a sense of security’ (Habib & Ward, 2020, p. 1), or as feeling that one is ‘accepted as part of a community’ and has a stake in the present and future of that place or community (Anthias, 2006, p. 21). As Harris et al (2021) point out, belonging has many registers and can be about political and social status, or subjective and affective experiences of attachment (on affect in this context see Farrugia et al, 2016; Maclaren, 2018 on youth and ageing respectively).…”

Section: Rurality Belonging and Performativitymentioning

confidence: 99%

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Routinized performances of belonging: Everyday practices and relationships in rural and regional areas during the pandemic

Cook

Cuervo

2022

Population Space and Place

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The concentration of COVID-19 cases and restrictions in metropolitan areas in 2020 resulted in a re-emergence of the concept of the 'rural idyll' in Australia, with rural and regional areas coming to be associated with a safe and uninterrupted way of life. Implicit in this notion is the assumption that those living in rural and regional areas found their routines and experiences of belonging uninterrupted. We critique this narrative by drawing on qualitative longitudinal data collected from 2006 to 2020, which allows us to examine our participants' experiences of belonging in rural and regional areas both before and during the pandemic. We find that although our participants' experiences of belonging were largely undisturbed by the pandemic, this was not because their lives were not affected more broadly, but because their sense of belonging was established through everyday routines and practices that were maintained during the pandemic.

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Section: Discussionmentioning

confidence: 99%

Section: Rurality Belonging and Performativitymentioning

confidence: 99%

Routinized performances of belonging: Everyday practices and relationships in rural and regional areas during the pandemic

Cook

Cuervo

2022

Population Space and Place

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“…Finally, some scholars emphasized the evolving and changing nature of school connectedness. Habib and Ward (2019) noted that feelings of connectedness are not stable, and require continuous attention or even negotiation. In their study of developing school connectedness, Gowing and Jackson (2016) revealed that students experience it as a fluctuating process of building and dismantling, rather than a status.…”

Section: School Connectednessmentioning

confidence: 99%

“…Secondly, the multilayered nature of school connectedness is reflected in two intertwined dimensions that consistently emerge in the literature: (1) a relational dimension, which refers to being part of the school and is associated with feelings of belonging, and (2) a performative dimension, which refers to feeling part of the school and is associated with feelings of membership (Bowles & Scull, 2018; Carroll et al, 2017; Chhuon & Wallace, 2014; Jorgenson et al, 2018; Libbey, 2004). Regarding being part, schools provide interpersonal structures and interactional contexts which students can take part in, in the event of positive experiences (e.g., safe, reciprocal), and fulfill their need to belong (Chhuon & Wallace, 2014; Habib & Ward, 2019; Noddings, 2003). Feeling part of the school involves students assessing their connectedness to others (e.g., peers, teachers) or to the institution in terms of (1) relatedness, as the connection or bond that they feel with others, and (2) autonomy, as the extent to which they feel validated and supported by others at school (Barber & Schluterman, 2008, p. 212).…”

Section: Literature Reviewmentioning

confidence: 99%

A Multifaceted Portrait of Students’ Connectedness to Urban Schools

Strijbos

Engels

2022

Urban Education

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In this study, as part of an intervention program in which students and their teachers participated in a school development project, we examined students’ perceptions of connectedness to their urban school. A photovoice method was employed to map out the multiple emotions associated with the school connectedness experienced by 61 students from four Brussels’ schools. Five different but simultaneously occurring emotional themes were revealed: togetherness, respect, success, readiness for learning, and pride. Moreover, students articulated the drivers that positively affect each of these emotional themes. Together, they provide guidance for creating a fertile ground for democratic practice in urban schools.

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“…Keberadaan ruang publik bagi pemuda berperan sebagai tempat membentuk identitas diri serta cara hidup yang bebas sesuai gagasan mereka, melalui praktik terhadap ruang dan waktu tertentu (Habib dan Ward 2019). Kawasan Malioboro menjadi pilihan pemuda untuk mengekspresikan gagasan mereka dengan bebas.…”

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Aktivitas Kehidupan Malam di Kawasan Jalan Malioboro (Studi Terhadap Pemuda Pengunjung Malioboro Saat Pandemi COVID–19)

Sukarno,

Vernanda

2023

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The COVID-19 pandemic that occurred in Indonesia caused the closure of public spaces as an effort to limit social interaction to prevent transmission. This policy affects the needs of youth for public spaces as a means for them to carry out night activities. For youth, nightlife activities are not just moments to find fun, but also build their identity. Malioboro is one of the places in Yogyakarta that is a destination for youth to do night activities. This research focuses on nightlife activities carried out by youth in Malioboro during the COVID-19 pandemic. In addition, this study seeks to see the need for youth to have space for expression and shape their identity. Based on this focus, this study looked at how a Malioboro Area space can be reproduced by youth through activities at night to meet their needs. This research uses the case study method, whereresearchers conduct an in-depth analysis of a case through and tracing a number of data that is limited in time and place. Based on the findings of field data, it shows that activities at night in Malioboro for youth are a necessity even during a pandemic. They see the Malioboro Area as having an appeal through symbols that are displayed as the identity of the space. So the youth use Malioboro as a place to express according to their wishes in taking advantage of free time at night. Based on these findings, it can be explained that youth and a space are related in the formation of identity.

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Youth Negotiating Belonging in a Global World

Cited by 3 publications

References 23 publications

Routinized performances of belonging: Everyday practices and relationships in rural and regional areas during the pandemic

Routinized performances of belonging: Everyday practices and relationships in rural and regional areas during the pandemic

A Multifaceted Portrait of Students’ Connectedness to Urban Schools

Aktivitas Kehidupan Malam di Kawasan Jalan Malioboro (Studi Terhadap Pemuda Pengunjung Malioboro Saat Pandemi COVID–19)

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