Samenvatting
Samenvatting & overzicht Paradigms & Global Perspectives
Samenvatting van alle literatuur voor het vak Paradigms & Global Perspectives
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Voorbeeld 3 van de 17 pagina's
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Voorbeeld van de inhoud
InhoudsopgaveSecuritazation vs dialogic............................................................................................................................... 2
Sukarieh, M., & Tannock, S. (2018). The global securitisation of youth. Third World Quarterly, 39(5), 854-870.
https://doi-org.proxy.library.uu.nl/10.1080/01436597.2017.1369038 (16 pages)............................................2
Kaulingfreks, F. (2016). Senseless violence or unruly politics? The uncivil revolt of young rioters. Krisis, Journal
for Contemporary Philosophy, 2(1), 4–21............................................................................................................3
Aiello, E., Puigvert, L., & Schubert, T. (2018). Preventing violent radicalization of youth through dialogic
evidence-based policies. International sociology, 33(4), 435-453.
https://doi.org.proxy.library.uu.nl/10.1177/0268580918775882.......................................................................5
Modernisation vs post-colonial...................................................................................................................... 6
Philipps, J. A. (2018). Global Generation? Youth Studies in a Postcolonial World. Societies, 8(1),14.
https://doi.org/10.3390/soc80100142................................................................................................................6
Van Esch, R., & De Haan, M. (2017). Implementing Parenting Programmes Across Cultural Contexts: A
Perspective on the Deficit Narrative. European Journal of Development Research, 29(5), 983-998.
https://doi.org/10.1057/s41287-017-0102-7 (16 p.)...........................................................................................7
Neo-liberal vs neo-structural.......................................................................................................................... 8
Van der Werf, W.M., Slot, P.L., Kenis, P., & P.P.M. Leseman (2020). Hybrid organizations in the privatized and
harmonized Dutch ECEC system: Relations with quality of education and care. Early Childhood Research
Quarterly, 53, 136-150. https://doi-org.proxy.library.uu.nl/10.1016/j.ecresq.2020.03.006..............................8
Sahlberg, P. (2016). The global educational reform movement and its impact on schooling. The Handbook of
Global Education Policy, 128-144.........................................................................................................................9
Instrumentalist vs value-based..................................................................................................................... 12
Learning to Live with Datafication : Educational Case Studies and Initiatives from Across the World (pp. 119-
134). Taylor & Francis/Routledge. https://doi.org/10.4324/9781003136842-7...............................................12
Digital Parenting. The Challenges for Families in the Digital Age (pp. 157-165)...............................................12
Williamson, B., Eynon, R., & Potter, J. (2020). Pandemic politics, pedagogies and practices: digital
technologies and distance education during the coronavirus emergency. Learning, Media and Technology, 45
(2), 107-114. https://doi-org.proxy.library.uu.nl/10.1080/17439884.2020.1761641.......................................12
Kerssens, N., & de Haan, M. (2022). The tipping point in the platformisation of Dutch public.........................13
education? How to approach platformisation from a values-based perspective. In L. Pangrazio, & J. Sefton-
Green (Eds.)........................................................................................................................................................13
Technocratic vs utopian............................................................................................................................... 14
Freire, P. (2014) Pedagogy of solidarity. In: Freire, P., A. M. Araújo Freire, and W. Ferreira de Oliveira (Eds).
Pedagogy of Solidarity, 15-33. New York: Routledge. (Chapter 2, 18 pages.....................................................14
introduction by Henry Girou of the same book: Giroux, H. (2014) Foreword - Memory’s Hope: In the Shadow
of Paulo Freire’s Presence - In: Freire, P., A. M. Araújo Freire, and W. Ferreira de Oliveira (Eds). Pedagogy of
Solidarity, 7-12. New York: Routledge.(6 pages)...............................................................................................14
Biesta, G. J. J. (2007). Why ‘what works’ won’t work. Evidence-based practice and the..................................16
democratic deficit of educational research. Educational Theory, 57(1), 1–22. https://doi-
org.proxy.library.uu.nl/10.1111/j.1741-5446.2006.00241.x.............................................................................16
,Securitazation vs dialogic
Sukarieh, M., & Tannock, S. (2018). The global securitisation of youth. Third
World Quarterly, 39(5), 854-870.
https://doi-org.proxy.library.uu.nl/10.1080/01436597.2017.1369038 (16 pages)
Securitization: the process of presenting an issue in security terms, as an existential
threat.
Security-development nexus refers to securitisation as: a political environment in which security concerns
and development challenges are claimed to be ‘inextricably linked’ and an extensive ‘network of connections’ is
constructed to join up security and development policies, practises.
Human security: concerned with political, social, environmental, economic, military and
cultural threats and situations that block human freedoms and human fulfillment.
Security as a social issue that is easy for interventionist initiatives to take up.
The global youth are seen as central subjects and actors for international peace and
security. ‘The Youth Problem’: concerns with managing the threat to social order seen to
be posed by idle and unsupervised young people in growing industrial cities. However,
the shift towards recognizing the positive role that youth play for building sustainable
peace rather than viewing youth primarily as security victims or threats is happening.
Paper consists of three components:
1. The concept of the youth bulge
In the GS, there is a disproportionate number of young people demographic
imbalance can lead to escalated conflict, violence and political unrest if not
addressed effectively. Critique: youth bulge draws stereotypical claims about
youth. In particular young men of color in the GS, since they are highly idealistic,
sensitive to peer approval, prone to risk taking and naively accepting of
ideological explanations.
Unrest and violence are not the consequence of large populations, but the failure
to provide youth with social and economic opportunity is. (scholars call them
human waste: because they have a wageless life and little opportunies)
2. The ideal of youth as peacebuilders: model for eliciting youth support
The appeal of violent extremism is growing around the world and a sense of
disengagement and marginalization leaves young people vulnerable to
recruitment wherever they are. It argues that traditional state responses to youth
radicalization often tackle only the symptoms of the problem rather than
addressing the factors driving participation in violent extremism. There is a push
for young people as key allies in building resilience against violent extremism,
therefore regarding youth as ‘peace builders’.
A. There is limited attention paid for the question of social justice. They continue
to hold youth responsible and argue that they are simply more prone to
engage in conflict than older people. It fails to address the regional and global
structural violence, inequality and injustice that make commitments to peace
impossible in current context.
B. The practice of youth ‘peacebuilding’ is left vaguely defined. As with the
concept of human security, peace building encompasses all areas of social
practice. The UN claims that the surest foundation of peace is market
democracy, and that peace therefore requires transplanting Western models of
social, political and economic organization into war- shattered states. However,
calls to open up opportunities of work for youth has been tied to neoliberal
demands for privatization and rollbacks on protections for older workers:
reforms that tend to harm, not help the economic standing of youth and
workers alike.
3. The spectre of globally networked youth being radicalized by extremist
groups.
Panic over terrorist groups using the internet and social media to radicalize and
recruit young people worldwide. Consequence: increased social media and
, internet monitoring and censorship (found not to be efficient). New form of
peacebuilding: Youth are being involved in producing counter-messages and
alternative narratives online, to reach out and educate their peers about the
impact of violent extremism.
Negative freedom: external restraint, minimal state interference. Freedom from.
Niet uit mogen gaan van je ouders.
Positive freedom: freedom to do something, collective control from common life.
Where you are the agent.
Kaulingfreks, F. (2016). Senseless violence or unruly politics? The uncivil revolt of
young rioters. Krisis, Journal for Contemporary Philosophy, 2(1), 4–21.
Parallel society: when people from a minority culture form their own society with
minimal contact with the majority culture.
Paper focusses on the political implications of the sense of injustice, lack of opportunities,
anger about surveillance and police brutality and the way in which they are expressed.
Unruly politics: political agency of people who are not deemed worthy political actors
bur do interfere in the political organization of society. While not abiding by accepted
practices of civil engagement and political participation. Since these rioters are from
deprived neighborhoods, they are often excluded from accepted citizenry and therefore
their disruptive actions are easily seen as senseless violence. Riots emerge in a direct
reaction to a specific practice of political governance, which does not guarantee civic
equality. These riots are unruly politics because the disruption of the political order is
explicitly subversive, violent and law transgressing. It is the functioning of the existing
laws which is questioned rage about exclusion and desire for emancipation.
1. Expressive dimension: the feeling that the use of violence is the only way to
convey discontent and to be heard by those in power.
2. Instrumental dimension: the wish to make the state and other public services
aware of the basis resources that the adolescents involved lack in their lives.
When the range of these unruly politics expands and becomes more publicly known, the
more chance they will gradually transform into a more conventional mode of political
agency and incorporated into the domain tf formal politics.
Rioters who riot from a lack of representation in the political system, but fail to establish
a political agenda are often not seen as political agents. There are no political parties that
will take up the task to convert the violent and destructive energy of the riots into a
constructive political strategy.
Floating subject: a subject who is not capable of translating their social demands into
actions.
Immediate riots: riots that emerge as an immediate rection in the wake of a violent
episode of state coercion. These riots are too premature to hold a political significance,
and require a strong ideological position to occur.
Impure subject: The intentions of the involved actors cannot be ascribed to the same
universal revolutionary aspirations.
Senseless violence: violence that stands alone.
Purposive violence: violence as a means to an end.
Street politics: a movement of ordinary people who wish to secure the necessary
means to make a living for themselves while suffering from a ‘lack of an institutional
mechanism through which they can collectively express their grievances and resolve
their problems. These people deeply distrust any state interference out of fear of being
regulated. Therefore, they search for alternative ways to sustain themselves.
Informal street politics differs from unruly politics, because street politics is made up out
of everyday forms of resistance which are less concentrated in violent and explosive
events such as urban riots.
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