Poverty and unemployment are on the rise among Canadian youth. Reimagining Intervention in Young Lives looks at the issue from the perspective of those most affected, revealing the difficulties young people encounter with the “support system.” In-depth interviews with forty-five young people in Ottawa reveal that solutions do exist, predicated on recognition that the problem lies not with incorrigible youth, but with a social-aid structure that imposes barriers to success. Intervention is necessary, argue the authors, but not so much in the lives of young people as in the faulty structures that incorrectly presume how they interpret risk, poverty, and their own potential.
A revolutionary new educational model that encourages educators to provide spaces for students to display their academic brilliance without sacrificing their identities Building on the ideas introduced in his New York Times best-selling book, For White Folks Who Teach in the Hood, Christopher Emdin introduces an alternative educational model that will help students (and teachers) celebrate ratchet identity in the classroom. Ratchetdemic advocates for a new kind of student identity—one that bridges the seemingly disparate worlds of the ivory tower and the urban classroom. Because modern schooling often centers whiteness, Emdin argues, it dismisses ratchet identity (the embodying of “negative” characteristics associated with lowbrow culture, often thought to be possessed by people of a particular ethnic, racial, or socioeconomic status) as anti-intellectual and punishes young people for straying from these alleged “academic norms,” leaving young people in classrooms frustrated and uninspired. These deviations, Emdin explains, include so-called “disruptive behavior” and a celebration of hip-hop music and culture. Emdin argues that being “ratchetdemic,” or both ratchet and academic (like having rap battles about science, for example), can empower students to embrace themselves, their backgrounds, and their education as parts of a whole, not disparate identities. This means celebrating protest, disrupting the status quo, and reclaiming the genius of youth in the classroom.
Trafficked children are portrayed by the media—and even by child welfare specialists—as hapless victims who are forced to migrate from a poor country to the United States, where they serve as sex slaves. But as Elzbieta M. Gozdziak reveals in Trafficked Children in the United States, the picture is far more complex. Basing her observations on research with 140 children, most of them girls, from countries all over the globe, Gozdziak debunks many myths and uncovers the realities of the captivity, rescue, and rehabilitation of trafficked children. She shows, for instance, that none of the girls and boys portrayed in this book were kidnapped or physically forced to accompany their traffickers. In many instances, parents, or smugglers paid by family members, brought the girls to the U.S. Without exception, the girls and boys in this study believed they were coming to the States to find employment and in some cases educational opportunities. Following them from the time they were trafficked to their years as young adults, Gozdziak gives the children a voice so they can offer their own perspective on rebuilding their lives—getting jobs, learning English, developing friendships, and finding love. Gozdziak looks too at how the children’s perspectives compare to the ideas of child welfare programs, noting that the children focus on survival techniques while the institutions focus, not helpfully, on vulnerability and pathology. Gozdziak concludes that the services provided by institutions are in effect a one-size-fits-all, trauma-based model, one that ignores the diversity of experience among trafficked children. Breaking new ground, Trafficked Children in the United States offers a fresh take on what matters most to these young people as they rebuild their lives in America.
This innovative collection argues that modern sport can be characterized by problematic power relations linked to violence, harm, deviance, and punishment. On the one hand, sport is a mainstay of community building, an expression of solidarity, and a means to mental and social health. On the other, there is the star player who commits sexual violence, the trans athlete whose achievements are dismissed as fraudulent, or the racist nationalism of the impassioned sports fan. Power Played illuminates how criminal/judicial discourses and practices reinforce social inequalities and blows the whistle on the harm, violence, and exploitation embedded in sport.
Employment for former prisoners is a critical pathway toward reintegration into society and is central to the processes of desistance from crime. Nevertheless, the economic climate in Western countries has aggravated the ability of former prisoners and people with criminal records to find gainful employment. After Prison opens with a former prisoner’s story of reintegration employment experiences. Next, relying on a combination of research interviews, quantitative data, and literature, contributors present an international comparative review of Canada’s evolving criminal record legislation; the promotive features of employment; the complex constraints and stigma former prisoners encounter as they seek employment; and the individual and societal benefits of assisting former prisoners attain “gainful” employment. A main theme throughout is the interrelationship between employment and other central conditions necessary for safety and sustenance. This book offers suggestions for criminal record policy amendments and new reintegration practices that would assist individuals in the search for employment. Using the evidence and research findings of practitioners and scholars in social work, criminology and law, psychology, and other related fields, the contributors concentrate on strategies that will reduce the stigma of having been in prison; foster supportive relationships between social and legal agencies and prisons and parole systems; and encourage individually tailored resources and training following release of individuals.
Mixed martial arts (MMA) is an emergent sport where competitors in a ring or cage utilize strikes (punches, kicks, elbows and knees) as well as submission techniques to defeat opponents. This book explores the carnal experience of fighting through a sensory ethnography of MMA, and how it transgresses the cultural scripts of masculinity in popular culture. Based on four years of participant observation in a local MMA club and in-depth interviews with amateur and professional MMA fighters, Spencer documents fighters' training regimes and the meanings they attach to participation in the sport. Drawing from the philosophical phenomenology of Martin Heidegger, Maurice Merleau-Ponty and Jean-Luc Nancy, this book develops bodies-centered ontological and epistemological grounding for this study. Guided by such a position, it places bodies at the center of analysis of MMA and elucidates the embodied experience of pain and injury, and the sense and rhythms of fighting.
‘Fighting Scholars’ offers the first book-length overview of the ethnographic study of martial arts and combat sports. The book’s main claim is that such activities represent privileged grounds to access different social dimensions, such as emotion, violence, pain, gender, ethnicity and religion. In order to explore these dimensions, the concept of ‘habitus’ is presented prominently as an epistemic remedy for the academic distant gaze of the effaced academic body. The book’s most innovative features are its empirical focus and theoretical orientation. While ethnographic research is a widespread and popular approach within the social sciences, combat sports and martial arts have yet to be sufficiently interrogated from an ethnographic standpoint. The different contributions of this volume are aligned within the same project that began to crystallize in Loïc Wacquant’s ‘Body and Soul’: the construction of a ‘carnal sociology’ that constitutes an exploration of the social world ‘from’ the body.
This book explores the ways in which neoliberal capitalism has reshaped the lives of working-class men around the world. It focuses on the effects of employment change and of new forms of governmentality on men’s experiences of both public and private life. The book presents a range of international studies—from the US, UK, and Australia to Western and Northern Europe, Russia, and Nigeria—that move beyond discourses positing a ‘masculinity crisis’ or pathologizing working-class men. Instead, the authors look at the active ways men have dealt with forms of economic and symbolic marginalization and the barriers they have faced in doing so. While the focus of the volume is employment change, it covers a range of topics from consumption and leisure to education and family.
Reimagining Childhood Studies incites, and provides a forum for, dialogue and debate about the direction and impetus for critical and global approaches to social-cultural studies of children and their childhoods. Set against the backdrop of a quarter century of research and theorising arising out of the “new” social studies of childhood, each of the 13 original contributions strives to extend the conceptual reach and relevance of the work being undertaken in the dynamic and expanding field of childhood studies in the 21st century. Internationally renowned contributors engage with contemporary scholarship from both the global north and south to address questions of power, inequity, reflexivity, subjectivities and representation from poststructuralist, posthumanist, postcolonial, feminist, queer studies and political economy perspectives. In so doing, the book provides a deconstructive and reconstructive dialogue, offering a renewed agenda for future scholarship. The book also moves the insights of childhood studies beyond the boundaries of this field, helping to mainstream insights about children's everyday lives from this burgeoning area of study and avoid the dangers of marginalizing both children and scholarship about childhood. This carefully curated collection extends beyond critiques of specified research arenas, traditions, concepts or approaches to serve as a bridge in the transformation of childhood studies at this important juncture in its history.
