Designing for equitable civic engagement: Participatory design and discourse in contested spaces

A common theme of research on participatory democracy and citizen engagement centres on the need for empirical studies that conduct a deep exploration of the nuances and complexities of these processes. This article offers a distinct response to this need through an examination of two ethnographic case studies of a participatory budgeting process in a multilingual, highly diverse community in which Spanish-speaking Latino immigrants were involved. By analyzing participants discourse from the case studies, the findings highlight the risks and rewards of reframing participatory processes as design decisions rather than static procedures.     

Longitudinal Associations between Parental Support and Parental Knowledge on Behavioral and Emotional Problems in Adolescents

Journal of Youth and Adolescence - When testing longitudinal effects of parenting practices on adolescent adjustment, an integrated consideration of externalizing and internalizing behaviors is a...     

Differences in Physical Fitness and Body Composition Between Active and Sedentary Adolescents: A Systematic Review and Meta-Analysis

Journal of Youth and Adolescence - Previous research analyzing the differences in physical fitness and body composition between active and sedentary adolescents aged 12–16 has not provided...     

Burundi: des identités ethnico-politiques forgées dans la violence

Taking the recent political situation as background, the author examines the rhetoric of political propaganda in Burundi. By considering several texts, both written (newspaper articles, politicians’ statements, political leaflets) and oral (speeches and radio declarations), of which long excerpts are reproduced, the author is able to demonstrate that all parties call for violence in Burundi, regardless of political side. The Other, whoever he may be, is systematically denied the right to exist; meanwhile, the exercise of violence appears as a means of delimiting the space belonging to each group. This in turn legitimates and generalizes daily use of violence.     

First Generation in Chilean Higher Education: Tension between Access and Inclusion in a Segmented University System

We analysed the Chilean university student selection processes, comparing ‘First Generation’ and ‘Continuist’ students, using the Chilean Higher Education population databases (2000–2015). Findings confirm that 60 percent of participants in the selection process are First Generation students. The data registers an increasing self-exclusion phenomenon. Of the students who did not take the selection test after enrolling, 80 percent are First Generation and 18 are enrolled in a selective university, compared to 44 in the Continuist conglomerate. These differences may be explained by cultural capital in the Bourdieu sense, in conjunction with a diversified, massified and marketalised higher education system.