Young people’s perceptions of power and influence as a basis for understanding contemporary citizenship

Persistent simplistic binary discourses of young people’s citizenship portray them either as civically deficit and disengaged citizens or the creators of new democratic modes and approaches. This paper draws on field research with two groups of young people in Australia to better recognise the nuance of young people’s experiences of citizenship, power and influence. The study investigated the extent to which different groups of young people believe that they have the power to influence society; the ways in which they seek this influence; the current barriers to their influence; and what would enable them to have greater influence. Our analysis in this paper draws on Lukes’ concepts of power [2005. Power: A Radical View. 2nd ed. London: Palgrave Macmillan] and Arvanitakis’ framework of citizenship engagement and empowerment [in Arvanitakis, J., and E. Sidoti. 2011. “The Politics of Change: Where to for Young People and Politics.” In Their Own Hands: Can Young People Change Australia?, edited by L. Walsh and R. Black, 11–20. Melbourne: ACER Press], but also builds on an emerging scholarship concerned with the geographic dimensions of young people’s citizenship engagement and action, as well as with the affective, relational and temporal dimensions of this engagement and action. Our findings suggest that power works in different ways to both constrain and liberate young people as citizens – sometimes at the same time. The paper concludes with an argument for the continuing need to understand young people’s lived and located experiences of engagement, power and influence in more nuanced and sophisticated ways. This includes reframing the discussion about young people’s experiences in terms of the nature of their democratic engagement and action rather than simply their citizenship.     

Toward a model of changing disability identities: a proposed typology and research agenda

In light of recent developments in the field of disability studies, this article is an attempt to update a typology of orientations to disability developed over 20 years ago. The proposed revised typology represents a synthesis of two theoretical strands in sociology: opportunity structure theory and identity theory. The author provides examples from the literature, by and about people with disabilities, to illustrate each proposed type of disability identity. These types include normalisation, crusadership, affirmation, situational identification, resignation, apathy and isolated affirmation. The article suggests that individuals with disabilities may move along a 'career path' from one type to another over time, as they encounter new opportunities and interaction situations. The author proposes a research agenda to refine and establish the validity of the typology, and to determine its applicability to diverse populations of disabled people in the world today.     

Electronic Resources Workflow: Design,Analysis and Technologies for an Overdue Solution

During the summer of 2013, a joint team involving Duke University Libraries and IBM spent three months configuring IBM Business Process Manager to improve electronic resources workflows in the Libraries’ Technical Services department. The resulting workflow showcases the application's ability to transform the management of online databases. This article will provide an overview of the “before” and “after” database workflow, with a demo of the new system and its integration points with other tools.     

Parental Entrepreneurship: A Consumerist Response to Professional Dominance

This article explores the development of activism among parents of disabled children. Based on research with parents using a symbolic interactionist perspective, it discusses the predisposing conditions and situational contingencies that encourage parents to become activists for their children. Parental activism is viewed as a response to the failure of society to provide sufficient or appropriate resources to meet the needs of disabled children and their families. It involves seeking information and control and challenging authority. Development of the role is nurtured by interactions with others in similar situations and may result in a careerlike pattern, or entrepreneurship, as a way of life.     

New York City's Latino ethnolinguistic repertoire and the negotiation of latinidad in conversation

Latino collective politics has received greater attention from scholars and policy analysts than the micro‐processes of everyday interaction among U.S. Latinos – the stuff with which collective efforts are constructed. In this article, I argue that latinidad – a sense of shared Latino identity – is best understood by taking into account the negotiations of collective identities in everyday, situated social practices. I ask: how do Latinos invoke latinidad in their everyday interactions, and to what end? In doing so, I present a conversation between two New York City Latinos, Roberto and William, who subtly invoke latinidad as they explore a possible business connection. Through discourse analysis of their exchange, I show that within one conversation two people can invoke latinidad through the adoption of different strategies of affiliation. Drawing on Benor's ( 2010 ) ethnolinguistic repertoire framework, I show some of the linguistic resources that New York City Latinos access to index latinidad. I find that Benor's framework could be expanded to account for the arsenal of distinctive linguistic features used by members of panethnic groups. For U.S. Latinos, such an arsenal includes features of multiple varieties of both Spanish and English. The results further suggest that shared Latino identity implies a basis for cooperation, in this case, cooperation with the potential to yield economic benefits.     

Women on the Other Side of Fifty: Opportunity for Resolving Old Conflicts

The enjoinment of Greco-Christian-Judaic legacies have formed our cultural values, including those of psychoanalysis and women, specifically older women. The case of Sybil illustrates how cultural assumptions were internalized. Awareness of the origins of cultural values allows a deeper opportunity for helping older women resolve present and past conflicts.     

Transferring friendship: girls' and boys' friendships in the transition from primary to secondary school

This paper seeks to explore the issues and concerns that impact upon girls' and boys' friendship groups as they transfer from primary to secondary school. Using the girls' and boys' own voices, we document the extent to which their existing social relationships are disrupted as they adapt to and engage with a new school setting. Through semi‐structured interviews and questionnaires conducted in the final year of primary school and the first year of secondary school, we identify students' concerns regarding their attitudes to friendship. We consider the extent to which account is taken of this aspect of children's friendships and explore and analyse commonalities and differences in their responses. We argue that the priorities of our student groups are different to those advocated by the school. We further attempt to examine how the girls and boys in our sample negotiate their new environment.