07. Social Justice and Intercultural Education
Paper
Fostering Integration of Young People with Migration Background through VaKE (Values and Knowledge Education): A Qualitative Study
Jean-Luc Patry1,2, Nimet Özbicerler1, Sieglinde Weyringer2
1Paris-Lodron University Salzbu, Austria; 2Association of Values and Knowledge Education AVaKE
Presenting Author: Patry, Jean-Luc
People with migration background tend to be marginalized and disadvantaged. Societal mainstream and politicians promote adaption (assimilation), which furthers these people’s problems as they are deprived of their roots. In the paper, first, a normative concept of integration is presented that permits people with migration background to participate actively in the society without denying their origin. Secondly, a teaching-learning approach is presented that permits to promote the necessary competences and attitudes for them to do so: Values and Knowledge Acquisition (VaKE). A pilot study with 8 young people with Turkish background is presented.
One’s roots, traditions, beliefs and language are key elements for one’s identity and well-being. From the perspective of the dominant society, however, integration means mostly assimilation to the detriment of the original culture. Here, a concept is proposed, based on the different spheres people live in, like the community of people with the same origin, the public sphere of the dominant society or institutions like school or public administration (Berry, 2005). Integration, then, can be based on principles on three levels:
(1) The first level is normative and imperative under all conditions and in all spheres: The human rights, for instance as stipulated by the Universal Declaration of Human Rights (United Nations, 1948) and subsequent resolutions. Expression of respect may differ between spheres, but the underlying principle remains the same for all.
(2) The second level is normative as well but can be applied differently in different spheres. Provided that (1) is fulfilled, the effective laws must be respected, and they have priority over, for instance, religion and tradition. This means, for instance, that within the community of people of the same origin or religion, one can practice one’s traditions and religions if the law is not broken.
(3) In different spheres, different practices are acceptable. Practicing one’s original culture within the sphere of like-minded people, but practicing the principles of the dominant culture in public spheres would then be the appropriate way of integration.
The concept of different practices in different spheres can be realized only if specific psychological conditions are satisfied. Behavior must be situation specific, as addressed in Patry (2019); cultural integration competence is necessary (Dai & Chen, 2020); authenticity requires particular attention (Molinsky, 2013); etc.
These psychological conditions are complex and difficult to reach through education. In particular, it should include both values education (e.g., the normative requirements mentioned above) and acquiring the necessary cultural integration competences. VaKE (Values and Knowledge Education; Weyringer et al., 2022a) is a teaching-learning concept that permits just this. It is based on the constructivist framework and combines values education according to a post-Kohlbergian framework (Patry & Weyringer, in press) with competence acquisition according to inquiry-based learning (Dobber et al., 2017); it has an impact on other dispositions such as the ones addressed in Dai and Chen (2020), as discussed in Weyringer et al. (2022a). The participants are confronted with a story in which the protagonist has a values conflict; they must collaboratively decide what the protagonist should do (Blatt & Kohlberg, 1975), but for a competent discussion, they need some knowledge, which they then search, for instance, on the internet. The collaborative learning process leads to a shared conceptual framework, critical thinking, creativity, tolerance, perspective taking, etc. (e.g., Weyringer & Pnevmatikos, 2022). This concept has been successfully used to train unaccompanied minor Muslim boys (Patry et al., 2016) and Muslim female asylum seekers (Weyringer et al., 2022b). In the present study, a small group of second generation young people is trained with VaKE.
Methodology, Methods, Research Instruments or Sources UsedThe empirical study was done by Özbicerler (2023) in Austria. The study sample was a group of eight second-generation young people with at least one parent born in Turkey (8 males, 3 females), aged between 18 and 24 years. All were competent both in German and in Turkish languages. Assessment instruments were (1) a transcribed recording of the sessions, which was content analyzed; and (2) the Moral Competence Test (Lind, 2021) for the assessment of moral judgment competence in the sense of Kohlberg (1984). The procedure started with a short information of the participants and a session of 7 hours. The participants had their notebooks, and WLAN was available. The following steps were done: (1) The participants agreed that it should be a socially safe situation (free expression without sanctions) and about discussion rules (the arguments count, not the person who utters it; etc.). (2) The Moral Competence Test was given. (3) The VaKE conflict story was presented: Leyla, from Salzburg and with Turkish background, studies in Vienna; she has an Austrian boyfriend; her parents oppose to that. Leyla must decide whether to leave her boyfriend or to remain with him and then break with her family. (4) Key values at stake were addressed and discussed. (5) A first voting yielded five votes pro boyfriend and three votes pro family. (6) Two sub-groups were formed, and each formulated arguments in favor and against Leyla’s possible actions. (7) In the full group, the sub-groups presented their results, and they discussed what knowledge they would need for further discussion and formulated research questions. (8) Two working groups of three and one working group of two looked for answers on the internet. (9) Meeting again, the results were shared. (10) Back in the sub-groups, the participants discussed again what the Leyla should do, now considering the newly acquired knowledge. (11) The full group shared the results, and the sub-groups rated the arguments of the respective other sub-group for appropriateness of justification. (12) In a brain storming, the full group imagined how the story could continue. (13) The participants were encouraged to discuss related topics. (14) The Moral Competence Test was given again.
Conclusions, Expected Outcomes or FindingsThe results focus on the process of VaKE, while the summative results are reported elsewhere. For each of the VaKE discussion steps (4) to (13), key statements are presented and analyzed with respect to the issues presented in the theory part: the normative bases and the psychological conditions. The focus of the analysis is not on the decision what Leyla should do (stay with the family or leave it), but on the justification of the arguments and on the process of VaKE itself. In step (4), the first discussion step, the first statement was: “Logically, Leyla’s only option is to leave the family, because if she accepts the decision of the parents, she will be even more limited, even if she doesn’t live with her boyfriend in the future. Her life would be drastically restricted and controlled.” The idea here is not to actively leave the family, but to aim for different spheres with different rules, and require the parents to do the same; since the parents seem not able or willing to do so, Leyla must leave. Would the parents accept the concept of different spheres, there would be no problem. Maybe Leyla could convince the parents through logical arguments, as promoted by VaKE.
This example shows that training only some stakeholders (here: the young people) will not suffice to lead to an integration in the sense described above. However, it is a first step. Further, experience shows that participants in VaKE processes transfer the discussions in their families and hence can have an impact within this sphere. On the other hand, in order to achieve such integration, a similar education needs to be done with the members of the dominant society. This is currently being done in other studies using VaKE.
ReferencesBerry, J. W. (2005). Acculturation: Living successfully in two cultures. International Journal of Intercultural Relations, 29(6), 697-712.
Blatt, M. M., & Kohlberg, L. (1975). The effects of classroom moral discussion upon children's level of moral judgment. Journal of Moral Education, 4(2), 129-161.
Dai, X.-D., & Chen, G.-M. (2020). Conceptualizing cultural integration competence. China Media Research, 16(2), 13-24.
Dobber, M., Zwart, R., Tanis, M., & van Oers, B. (2017). Literature review: The role of the teacher in inquiry-based education. Educational Research Review, 22, 194-214.
Kohlberg, L. (1984). Essays on moral development. Vol. 2: The psychology of moral development. The nature and validity of moral stages. San Francisco: Harper & Row.
Lind, G. (2021). Moral Competence Test (MCT). moralcompetence.net/mut/mjt-engl.htm
Molinsky, A. (2013). Global dexterity: How to adapt your behavior across cultures without losing yourself in the process. Harvard Business School Press Books.
Özbicerler, N. (2023). VaKE – Values and Knowledge Education als Konzept zur Förderung von jungen Menschen mit Migrationshintergrund. Unpublished Master’s Thesis, Paris-Lodron University Salzburg.
Patry, J.-L. (2019). Situation specificity of behavior: The triple relevance in research and practice of education. In R. V. Nata (Ed.), Progress in education, Volume 58 (pp. 29-144). Nova.
Patry, J.-L., & Weyringer, S. (in press). Combining values and knowledge education. In B. J. Irby, R. Lara-Alecio, N. Abdelrahman & M. J. Etchells (Eds.), Moral development theory and social-emotional learning. Information Age Publishing Inc (IAP).
Patry, J.-L., Weyringer, S., Aichinger, K., & Weinberger, A. (2016). Integrationsarbeit mit ein¬gewanderten Jugendlichen mit VaKE (Values and Knowledge Education). International Dia¬logues on Education: Past and Present. IDE Online Journal, 3(3), 123-139. http://www.ide-journal.org/article/2016-volume-3-number-3-integrationsarbeit-mit-eingewanderten-jugendlichen-mit-vake-values-and-knowledge-education/.
United Nations (1948). The Universal Declaration of Human Rights. https://www.ohchr.org/EN/UDHR/Pages/UDHRIndex.aspx
Weyringer, S., Patry, J.-L., Pnevmatikos, D., & Brossard Børhaug, F. (Eds.). (2022a). The VaKE handbook: Theory and practice of Values and Knowledge Education. Brill.
Weyringer, S., & Pnevmatikos, D. (2022). RAC3 thinking: Selected thinking styles nurtured with VaKE. In S. Weyringer, J.-L. Patry, D. Pnevmatikos, & F. Brossard Børhaug (eds.), The VaKE handbook: Theory and practice of Values and Knowledge Education (pp. 331-343). Brill.
Weyringer, S., Patry, J.-L., Diekmann, N., & Linortner, L. (2022b). Education for democratic citizenship through Values and Knowledge Education (VaKE) in communities with cultural diversity. Fostering migrants’ competences for integration in Austria. In E. Gutzwiller-Helfenfinger, H. J. Abs & K. Göbel (Eds.), The challenge of radicalization and extremism. Integrating research on education and citizenship in the context of migration (pp. 246-270). Brill. https://brill.com/downloadpdf/title/63442.
07. Social Justice and Intercultural Education
Paper
Exploring Future Paths of Young People in Portugal's Border Regions: Challenges and Prospects
Marta Sampaio, Sofia Marques da Silva, Faria Sara
CIIE/FPCE Univeristy of Porto, Portugal
Presenting Author: Sampaio, Marta
The educational and career aspirations of young people living in remote and rural areas have gathered increasing attention in academic research (Kilpatrick & Abbott-Chapman, 2002; Yndigegn, 2003; Corbett, 2016; Bernard et al., 2023; Sampaio & Silva, 2023). While social justice encompasses inclusive education and embodies principles of equity, opportunity, and democracy (Fraser, 2008; Ball, 2021; Estêvão, 2018), it is also accurate that an individual's birthplace significantly shapes their health, education, and life expectancy (Smith, 1994). In the Portuguese context, of the 278 municipalities in continental Portugal, 38 are situated along the border regions with Spain. These areas exhibit many distinctive features that extend beyond geography to encompass educational, socioeconomic, and cultural dimensions (National Programme for Territorial Cohesion's Agenda for Inland Regions 2018). Indeed, these regions face challenges, including an aging population, low-income levels, and geographical dispersion of the population and educational opportunities (Collins & Cunningham, 2017), characterized as peripheral, remote, and primarily rural or semi-urban (Silva, 2014). In Portugal, ten border regions lack secondary education, causing young people to leave their regions to continue their studies. Additionally, over 60% of higher education institutions (HEIs) are located in the coastal areas, posing challenges for those in border regions (Saloniemi et al., 2020). Consequently, young individuals from these regions face difficulties planning their educational and career paths, often considering leaving their hometowns (Serracant, 2015; Silva et al., 2021; Sampaio, Silva & Faria, 2023). A case study in a Portuguese borderland school (Silva, 2014) illustrates how the geographic dimension not only influences mobility but also shapes a sense of belonging, profoundly impacting educational aspirations. Disadvantages stem from economic constraints and social and cultural devaluation, as environmental capital resources dictate life chances, influencing spatial equality of opportunity, i.e., social justice (Israel & Frenkel, 2018).
In this sense, our research aims to comprehensively understand the socio-educational dynamics experienced by young people in these regions, focusing on their future expectations after compulsory education. Specifically, we explore their intentions regarding higher education, employment, and the combination of work and study. Based on Fraser’s (2001, 2008) social justice framework, within the context of Portuguese border regions, it is possible to recognize that social justice operates through a dualistic interplay between recognition and redistribution, disrupted by multifaceted inequalities demanding redistributive measures to address lower incomes, restricted employment opportunities, and identity disparities rooted in geography, history, and culture (Collins & Cunningham, 2017). In summary, our research sheds light on youth's complex challenges and aspirations in Portuguese border regions, aiming to inform policy and practice to enhance opportunities and social justice for young people in these regions.
Methodology, Methods, Research Instruments or Sources UsedThe data analyzed in this paper is grounded in a large-scale study on resilience, engagement, and sense of belonging among young people growing up in border regions of Portugal (GROW.UP - Grow up in border regions in Portugal: young people, educational pathways, and agendas – PTDC/CED-EDG/29943/2017), conducted across 38 schools situated in the Portuguese-Spanish border regions. Our objective is to comprehend the future expectations of young individuals in these border regions after completing compulsory education. We administered an on-site questionnaire to school students within these regions to achieve this goal and capture diverse perspectives. The data presented and discussed in this paper originates from 28 border region schools that offer secondary education, as the remaining 10 provide education only up to the 9th grade. We contacted these 28 schools via email and telephone, explaining the study's objectives and requesting student participation in the questionnaire. The selected schools represent various regions across the country, from the north to the south. Our sample comprises 3653 young people attending 10th, 11th, and 12th grades, with 55.4% female and 44.4% male.
For this paper, we focused on items designed to measure secondary school students’ perceptions regarding their career or educational paths after 12th grade, particularly their choices post-compulsory education and their intentions to remain or leave their regions. These items were developed based on theoretical frameworks and empirical evidence, ensuring content validity through evaluation by two experts and face validity through a group interview with young individuals. Additionally, a pre-test involving a pilot study (n = 45) was conducted to refine the items for language clarity, format, and chosen response scale, which ranged from 1 – totally disagree to 5 – totally agree.
Data analysis was conducted using IBM SPSS Statistics 28, and the questionnaire underwent approval and data protection procedures by the General Education Board of the Portuguese Ministry of Education.
Conclusions, Expected Outcomes or FindingsThis research aims to enhance a deeper understanding of the educational and career pathways of young individuals in remote and rural regions of Portugal, focusing on informing educational policies and support systems tailored to these areas. Our findings reveal that most young people in border regions aspire to pursue higher education (HE) upon completing 12th grade. At the same time, only a minority expect immediate entry into the labor market without further studies. Notably, many students interested in post-compulsory employment often perceive HE as less pivotal in augmenting their prospects. These findings underscore the intricate interplay of youth aspirations, regional identities, and educational trajectories. Educational and career decisions, as evidenced, are multifaceted phenomena shaped by personal experiences, cultural contexts, and the availability of opportunities (Ball, 2021). Despite the complexities, schools emerge as pivotal institutions capable of attenuating marginalization among youth in remote areas (Amiguinho, 2008), offering avenues for social integration, civic engagement, and identity formation (Bendit & Miranda, 2017). An exciting remark emerges regarding the predisposition of a small but noteworthy percentage of students to pursue HE within their region, citing peer influence as a contributing factor. At the same time, a larger cohort contemplates studying elsewhere. Geographically, students from the Center display relatively lower propensities to leave their locales, whereas those from Alentejo-Algarve regions exhibit greater openness to relocation. Gender disparities are also evident, with females demonstrating heightened academic aspirations and a more pronounced readiness to relocate compared to their male counterparts, who tend to prioritize immediate employment to support familial obligations. Noteworthy is the nuanced stance of students with parents possessing lower educational attainment levels, who evince a dual inclination: to contribute to their families' welfare through employment while harboring aspirations for HE attainment to secure brighter futures.
ReferencesAmiguinho, A. (2008). A escola e o futuro do mundo rural [School and the future of the rural world]. Fundação Calouste Gulbenkian.
Ball, S. (2021). The education debate (4th ed.). Bristol University Press.
Bendit, R., & Miranda, A. (2017). La gramática de la juventud: Un nuevo concepto en construcción. Última Década, 46, 4-43. http://dx.doi.org/10.4067/S0718-22362017000100004
Collins, P., & Cunningham, J. (2017). Creative economies in peripheral regions. Palgrave Macmillan.
Estêvão, C. (2018). Educação para direitos humanos: Uma proposta crítica. Studia Historica. Historia Contemporánea, 36, 161–170. https://doi.org/10.14201/shhc201836161170
Fraser, N. (2001). Da redistribuição ao reconhecimento? Dilemas da justiça na era pós- -socialista. In J. Souza (Ed.), Democracia hoje: Novos desafios para a teoria democrática contemporânea (pp. 245-282). UnB.
Fraser, N. (2008). Escalas de justicia. Herder
Israel, E., & Frenkel A. (2018). Social justice and spatial inequality: Toward a conceptual framework. Progress in Human Geography, 42(5), 647-665. https://doi. org/10.1177/0309132517702969
Saloniemi, A., Salonen, J., Nummi, T., & Virtanen, P. (2020). The diversity of transitions during early adulthood in the Finnish labour market. Journal of Youth Studies, 24(7), 851-870. https://doi.org/10.1080/13676261.2020.1776229
Sampaio, M., Faria, S., & Silva, S. M. da (2023). Aspirations and transitions to higher education: Portraits of young people living in Portuguese border regions. Revista de Investigación Educativa, 41(1), 223-242. DOI: https://doi.org/10.6018/rie.520181
Sampaio, Marta & Silva, Sofia Marques (2023). Mapping youth policies priorities at European and National level: Contribution to identify regional sensitive topics in Portugal border regions. Revista de Estudios Regionales, 187-211, I.S.S.N.: 0213-7585
Serracant, P. (2015). The impact of the economic crisis on youth trajectories: A case study from southern Europe. Young, 23(1), 39-58. https://doi.org/10.1177/1103308814557398
Yndigegn, C. (2003). Life planning in the periphery: Life chances and life perspectives for young people in the Danish-German border region. Young, Nordic Journal of Youth Research, 11(3), 235-251. https://doi.org/10.1177/11033088030113003
07. Social Justice and Intercultural Education
Paper
Invisible and Unheard?: Exploring Education and Residential Care with Care-Experienced Children
Tara Ciric, Catriona O'Toole, Aislinn O'Donnell
Maynooth University, Ireland
Presenting Author: Ciric, Tara
Research Topic and Objectives:
Children and young people who live in state care typically experience considerable challenges as they progress through the education system (Townsend, Berger & Reupert, 2020). This disparity is evident in literacy (Brownwell et al., 2015), numeracy (Laurens et. al., 2020), graduation rates (Lund & Stokes, 2020), as well as in emotional wellbeing indicators (Romano et.al., 2015). This has implications for their future adult lives including economic instability (Jaffey et al., 2018). In a scoping review, Townsend et.al. (2020) identified the importance of a safe and stable school environment, positive relationships, and teacher expectations on children in care. This suggests that despite difficulties academically and emotionally, schooling can have a positive impact on care-experienced young people.
Although research concerning children and young people in care in Ireland is growing, it remains an underdeveloped field in terms of both data and methodology (Gilligan, Brady & Cullen 2022; National Children in Care of the State and the Education System Working Group, 2020). This research aims to explore what it is like for young people (age 13-17) in residential care to go through post-primary education in Ireland. In doing so, it aims to develop a holistic view of the intersection between state care and education from young people’s perspective, as well as that of professionals, educators and policy makers to impact policy and practice in the intersection of care and education. This will be done by inverting the typical direction of communication, that is, we adopt a bottom-up process, whereby those with lived experience (young people in residential care) have a say in the policy and practice changes that affect them.
Research Questions:
- What are the important questions that need to be asked when exploring the educational experiences of children in residential care?
- What stories needs to be told?
- Who needs to hear these stories?
- How can young people’s participation in research impact the practice and policy work of the adults who assume responsibility for their care and education?
Theoretical Frameworks:
Fundamentally, this research works as an acknowledgement of the epistemic responsibility of researchers to acknowledge young people as knowers (Medina, 2013) and take seriously their testimonials concerning their lived experiences (Fricker, 2011). In doing so, young people are treated as experts of state care and education through experience, just as social workers, psychologists, and other professionals are treated as experts through education. Informed by theories of emancipatory education (Freire, 1972), socially-just youth work (Tilsen, 2018), horizontality and democratic relationality (Whelan, 2014; Spade, 2020) it uses a participatory framework to equalize the inputs of young people and professionals.
In line with this, the research is informed by a rights-based approach. Participation in decision-making is of key importance for young people is a protected right under Articles 12 and 13 of the United Nations Convention on the Rights of the Child (UNCRC, 1989). Within the Irish context it is acknowledged that youth participation in care and treatment plans improve quality of care and practice (Kelleher, Seymour & Halpenny, 2014). Though it lacks statutory implementation, Ireland has recently launched a National Framework for Children and Young People’s Participation in Decision-Making (2021). However, there have been ongoing difficulties in engaging ‘seldom-heard’ populations, including young people in care (Kennen et al., 2021). This research aims to intervene at this junction, using research as an avenue for young people to participate in their care as experts through experience.
Methodology, Methods, Research Instruments or Sources UsedConsidering the death of information regarding the intersection between state care and education in the Irish context, specifically with young people in residential care, an exploratory approach is appropriate. Using youth participatory methodology and socially-engaged arts practices allows for young people to be acknowledged as experts through experience, while using arts-based methods to ease communication. Socially-engaged and community-based artists such as Fiona Whelan (2007-2011; 2018-2023) have worked with young people in collaborative and democratic ways to engage in social commentary and be a part of practice and policy changes within their communities.
Working as a collective, the researcher and young people in residential care will work to develop a central research theme concerning their education, develop data to explore this theme and decide on a dissemination plan as a collective. Additionally, professionals and educators will be interviewed to discuss what, in their views, are the most pressing issues concerning young people in residential care and their education, as well as what it is like for them to work in these spaces. Policy makers will also be interviews to discuss the policy making space and to develop an understanding about how policy decisions concerning this population’s care are made, and the values/principles underpinning them.
Finally, it is envisioned that the dissemination plan co-developed with the young people may include a private viewing or showing of the research outputs to professionals and policy makers of the groups’ choosing (such as teachers, social workers etc.). Additionally, in line with the National Framework, follow-up and feedback from professionals and policy makers concerning this research will be communicated back to the young people.
Conclusions, Expected Outcomes or FindingsData is currently being gathered and preliminary analyses will be shared. This study is exploratory in nature, from its methodology to its analysis, due to the lack of research concerning post-primary education for children in care in Ireland, and specifically children living in residential care. This aligns the research with wider Government priorities; specifically, in response to the Ryan Report (2009), the state Department for Children announced a renewed interest in exploring the lived experiences of children and young people in care (O’Gorman, 2022).
By working with young people and adults living and working in this space, this research hopes to create a broader understanding of the complex and nuanced experiences of young people in residential care in post-primary education in Ireland. Additionally, it intends to outline the challenges and particularities of interagency and inter-department cooperation between state Departments, including the Child and Family Services and the Department of Education at national level, and social workers and educators on a local level. This will add to the small but growing research base concerning the education of children and young people in care, as well as offering new methodological insights on creative and participatory methods for working with care-experienced adults in Ireland.
ReferencesDepartment of Children, Equality, Disability, Integration and Youth (2021). Participation Framework National Framework for Children and Young People’s Participation in Decision-making.
Freire, P. (1972). Pedagogy of the oppressed. Harmondsworth, Middlesex: Penguin Education.
Fricker, M. (2011). Epistemic injustice: Power and the ethics of knowing. Oxford: Oxford University Press.
Gilligan, R, Brady, E, Cullen, L. (2022) One More Adversity: The lived experience of care leavers in Ireland during the Covid-19 Pandemic. School of Social Work and Social Policy, TCD.
Kelleher, C., Seymour, M. and Halpenny, A. M. (2014) Promoting the Participation of Seldom
Heard Young People: A Review of the Literature on Best Practice Principles. Research funded under the Research Development Initiative Scheme of the Irish Research Council in partnership with the Department of Children and Youth Affairs.
Kennan, D., Brady, B., Forkan, C., & Tierney, E. (2021). Developing, implementing and critiquing an evaluation framework to assess the extent to which a Child’s right to be heard is embedded at an organisational level. Child Indicators Research, 14(5), 1931-1948. https://doi.org/10.1007/s12187-021-09842-z
Lund, S., & Stokes, C. (2020). The educational outcomes of children in care – a scoping review. Children Australia, 45(4), 249-257. doi:10.1017/cha.2020.55
Medina, J. (2013). The epistemology of resistance: Gender and racial oppression, epistemic injustice, and resistant imaginations. Oxford University Press.
National Children in Care of the State and the Education System Working Group. (2020) Letter to the Irish Times from the Children in Care Working Group, September 2020.
Romano, E., Babchishin, L., Marquis, R., & Fréchette, S. (2015). Childhood Maltreatment and Educational Outcomes. Trauma, violence & abuse, 16(4), 418–437. https://doi.org/10.1177/1524838014537908
Ryan Report Commission (2009) The Commission to Inquiry into Child Abuse.
Spade, D. (2020). Mutual aid: Building Solidarity during this crisis (and the next). Verso.
Townsend, I. M., Berger, E. P., & Reupert, A. E. (2020). Systematic review of the educational experiences of children in care: Children’s perspectives. Children and Youth Services Review, 111, 104835. https://doi.org/10.1016/j.childyouth.2020.104835
Tilsen, J. (2018). Narrative approaches to youth work: Conversational skills for a critical practice. London: Taylor and Francis.
Whelan, F. (2014). Ten: Territory, encounter & negotiation. Fiona Whelan.
Whelan, F. (2018) What Does He Need? [Multi-Medium]. https://www.fionawhelan.com/projects/what-does-he-need/
United Nations Convention on the Rights of the Child (UNCRC), November 20, 1989, https://www/ohchr.org/en
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