Brian McGrath

“A problem of resources”: defining rural youth encounters in education, work & housing

Abstract Using empirical evidence from a study of rural youth living in a remote region in the West of Ireland, this paper applies a structurationist approach to focus on and explore how young peoples scope for action and choice is shaped and mediated. In particular, it applies Giddenss concept of authoritative resources (‘organization of life chances’), social practices and relations to understand the encounters, events and experiences within education, work and housing. The paper concerns how the types of practices and relations encountered within these three arenas tend to problematise the choices and opportunities available for young people. In the late-modern age, these three spheres of life can generate considerable pressures, which, depending on circumstances, are differentially mediated by young people. In conclusion, it calls for policy to engage in more ‘enabling’ terms with rural youth experiencing the negative effects of rural economic restructuring.

Understanding youth civic engagement: debates, discourses and lessons from practice

While civic engagement provides a rich rationale for intervention, the array of discourses urging a focus on youth engagement or action means that the concept can be confusing, cluttered, and lacking consistent operationalization. From the perspective of policy-makers and program managers, it can be challenging to disentangle the competing messages and assumptions about young people that underpin the rhetoric in relation to youth engagement. Using a wide range of international research, the purpose of this paper is to provide clarity regarding the key multiple concepts and issues pertinent to the concept of youth civic engagement. In particular, the paper answers the following questions: what are the definitions, typologies, and discourses in which the concept of youth civic engagement operates, and what are the putative beneficial outcomes of youth engagement identified? We also discuss some of the broader considerations on the positioning of young people in society, which impact the trajectory of civic engagement efforts. As a means for reflecting on their own practices, programs, and approaches, our intent is to provide those involved in both the application and research of youth engagement with a more coherent roadmap of the diversity residing in this field.

Social capital in community, family, and work lives of Brazilian migrant parents in Ireland

The paper examines a recent phenomenon of Brazilian migration to Ireland using social capital as a framework of analysis. The analysis specifically makes use of Portes and Sensenbrenners typology of social capital sources (1993; Portes, 1998): bounded solidarity, value introjection, reciprocity, and enforceable trust. The paper examines the processes and dynamics inhering within these sources of social capital to account for the differential experiences of family, work, and community life in Ireland. The absence or presence of social capital sources, it is argued, is important in the experience of settlement and adaptation, especially in exacerbating or countering the disadvantages facing migrants. The evidence used is based on recent research from qualitative interviews with Brazilian parents in a small town in the west of Ireland, and residing in Ireland for several years.

School disengagement and ‘structural options’ Narrative illustrations on an analytical approach

The purpose of the present article is to outline and illustrate an analytical approach that accentuates the biographically complex processes inhering within early school leaving transitions. The organizing device of ‘structural option’ (Stones, 2001) is introduced, which brings into focus the role and interplay of types of ‘structures’ (in a structurationist sense) in the decision-making processes underlying school exit. ‘Structural option’ combines two important dimensions in influencing young peoples choices: cognitive/emotional and relational/interactional structures. This study shows that disengagement from school is more than a straightforward reading that might suggest lack of positive disposition towards education, but rather is born out of powerful interactions across these two main structural dimensions. As an analytical construct, structural options alert us to the importance of analyzing young peoples disengagements from mainstream school in terms of social relationships, power, and emotions. While the article is based on empirical findings from an Irish context, the intention is that its scope extends more broadly to qualitative data analysis of school exit transitions within other contextual settings. The empirical focus derives from the interview narratives with fourteen participants attending a second chance educational initiative in Ireland, known as the Youthreach programme. While most of the young people occupy the status of ‘early school leaver’, closer inspection of their structural options shows that their pathways to early school exit and school disengagement (for those who completed) comprise quite differing structural combinations. As researchers, appreciation of such combinations can help us understand the justifications young people use in their decision-making.

The Intersection of Youth and Community Development in Ireland and Florida: Building Stronger Communities through Youth Civic Engagement

Increasingly, researchers and practitioners have begun to explore the intersection between youth and community development, and how these fields of study shape one another. Drawing on data from 607 youth in Ireland and Florida, this article explores the relationships between sociodemographics, social ties, attachment, social supports, quality of life, and interaction on youth civic engagement. These variables continue to surface as indicators of youth community development leading to interactions that may strengthen and benefit communities. This research uncovered similarities as well as distinctly different factors shaping youth activities in these two locations. Overall, social interaction, friendships, and local quality of life were found to be important in all locations. Variables unique to the context of each place were also found to be significant. By considering an interactive and dynamic relationship between community and youth development, stronger communities can emerge. Based on these findings, as well as other emerging research, youth and community development specialists will need to more clearly identify roles and responsibilities for youth in the community building process.

‘Everything is different here …’: mobilizing capabilities through inclusive education practices and relationships

There is some ambiguity and contention surrounding the role and potential of education and training measures beyond formal schooling. While labour market integration is generally the assumption underlining such projects and programmes, there is clearly another significant side to those measures that target educationally excluded youth; namely, its broader social inclusion dimension. An important aspect to this dimension is the consideration as to how social inclusion is articulated at a policy intervention level. This paper argues the importance of individual relationships, meaningful interactions and ‘everyday allegiances’ for authentic educational inclusion. Such social practices operate in ways to support the capabilities and personal resources required to compensate for the psychically and biographically damaging effects experienced through the institution of schooling. This paper details the contours of inclusive social practices and relationships surrounding a ‘second chance’ education and training intervention in Ireland known as Youthreach, which, it can be argued, bears some resemblances to what might be categorized as ‘positive welfare’.

The religio-cultural dimensions of life for young Muslim women in a small Irish town

Studies of young Western-born/raised Muslims show the multiple, complex and changing relationships they have with their religion, and what freedom and autonomy might mean in this context. Despite such evidence, popular and academic discourses of the emancipated and free female subject of neoliberal society eclipse such important themes for Muslim youth. Using qualitative evidence from a study of young Muslim women in Ireland, we identify how religio-cultural dimensions are central within young womens social lives and personal worlds. Our analysis of these young womens narratives draws on structuration theory to examine what can be described as their circumscribed choices and freedoms. Focusing on the gendered norms, meanings and sanctions that circulate within family and community, we suggest that their social and personal worlds reflect a gendered responsibility and agency, as structured through their religio-cultural system. Maintaining religious integrity is a key dimension, reinforced through close interactions, relationships and identity performances at home and with friends. The research was conducted with both female and male teenagers using participant-led interviews and a range of other qualitative methods. From a total 33 Muslim participants, this paper draws on the narratives of 15 young women, aged between 12 and 19 years.

Tradition, cultures and communities: exploring the potentials of music and the arts for community development in Appalachia

In the face of modernity and a host of social and economic challenges facing our communities, the loss of traditional cultures and ways of life has become an ever increasing concern. This is particularly disturbing in areas characterized by strong oral traditions and unique characteristics largely shaped by their cultural behaviors, such as storytelling, music, and social integration mechanisms. In the current environment of change and cultural loss, we believe that aspects of traditional culture deserve more attention in understanding contemporary community change and positive development. Based on exploratory research and a wide range of key informant interviews conducted throughout Appalachia, we explore the process and significance of creative cultural practices, particularly based on “tradition,” as mechanisms for generating community interaction, retaining and communicating collective knowledge, and the implications of such practices on community and social well-being. As such, we present an integrated conceptual model to demonstrate what we see as significant connections and justifications in making the case for endogenous culture and traditions as beneficial to the emergence of “community.”

“It's Not Like a Job Now; It's Part of Me”: Exploring African Women's Experiences in the Irish Childcare Sector

A small-scale qualitative research study was recently carried out in the West of Ireland to explore the experiences of African childminders who had established new childcare services. The intention of the study was to explore the issues, concerns and challenges of this group of providers given their unique position as recently settled, ethnic minority women in Ireland. Twelve women were interviewed as part of this study, all of whom had arrived with considerable educational and employment experiences from their home countries in West Africa. The research illustrates a number of key processes and characteristics within this sub-sector of childminding. It reveals that, in terms of pathways to work, these women had struggled to find employment in their new communities such that childcare provided a viable route that the women pursued with enthusiasm and commitment. Most had developed their services in a largely unintentional way to begin with. Having made a conscious decision to set up their services, this group appeared to demonstrate a strong determination to succeed by seeking out formal support, through advice and training, in order to enhance their services and adhere to professional regulations. They also encountered the need to proactively develop strategies that would overcome perceived barriers and broaden their appeal. While the women placed much emphasis on providing a high-quality service and adopting a professional approach, the group claimed to offer broader support and encouragement to parents in practical and emotional ways. In discussing the relationship the participants had with the families, the childminders felt that they provided a range of supportive services to the families with whom they worked. In documenting the reported experience and perspectives of these childminders, this research seeks to add to our understanding of what we conclude is a valuable yet potentially marginalised sector of childcare provision.