Becoming citizens in late modernity: a global-national comparison of young people in Japan and the UK

The experiences of young people in developed societies such as Japan and the UK have undergone considerable change in the last 30 or so years. Our starting point is that such developments are associated with the globalization of institutions and an individualization of experience, which destabilizes life-course transitions and cultural transmission between generations. However, we continue to assert the importance of the national framework, defined by national cultures and territorial jurisdictions, in mediating global processes. Adapting Connolly's (2005. Pluralism. Durham, NC: Duke University Press) differentiation between types of politics in late modernity, we argue for a distinction to be made between being citizens and becoming citizens. Being a citizen involves integration into pre-existing collective identities such as nation-states which increasingly act to restrict membership to the citizen community. With this in mind, we compare the key sites of social recognition in Japan and the UK for young people and identify some fundamental barriers to citizenship. In addition, we discuss the ways in which conventional social and educational policy responses aimed at integrating young people into work and nation perpetuate their precarious relationship to citizenship. These processes are contrasted with becoming a citizen, which is dynamic, intimately connected to cultural learning and the creation of new civic virtues and sources of recognition.     

From Research Evidence to “Evidence by Proxy”? Organizational Enactment of Evidence‐Based Health Care in Four High‐Income Countries

Drawing on multiple qualitative case studies of evidence‐based health care conducted in Sweden, Canada, Australia, and the United Kingdom, the authors systematically explore the composition, circulation, and role of codified knowledge deployed in the organizational enactment of evidence‐based practice. The article describes the “chain of codified knowledge,” which reflects the institutionalization of evidence‐based practice as organizational business as usual, and shows that it is dominated by performance standards, policies and procedures, and locally collected (improvement and audit) data. These interconnected forms of “evidence by proxy,” which are informed by research partly or indirectly, enable simplification, selective reinforcement, and contextualization of scientific knowledge. The analysis reveals the dual effects of this codification dynamic on evidence‐based practice and highlights the influence of macro‐level ideological, historical, and technological factors on the composition and circulation of codified knowledge in the organizational enactment of evidence‐based health care in different countries.     

Meaning or Measurement? Researching the Social Contexts of Health and Settlement among Newly-arrived Refugee Youth in Melbourne, Australia

What are the most appropriate methodological approaches forresearching the psychosocial determinants of health and wellbeingamong young people from refugee backgrounds over the resettlementperiod? What kinds of research models can involve young peoplein meaningful reflections on their lives and futures while simultaneouslyyielding valid data to inform services and policy? This paperreports on the methods developed for a longitudinal study ofhealth and wellbeing among young people from refugee backgroundsin Melbourne, Australia. The study involves 100 newly-arrivedyoung people 12 to 18 years of age, and employs a combinationof qualitative and quantitative methods implemented as a seriesof activities carried out by participants in personalized settlementjournals. This paper highlights the need to think outside thebox of traditional qualitative and/or quantitative approachesfor social research into refugee youth health and illustrateshow integrated approaches can produce information that is meaningfulto policy makers, service providers and to the young peoplethemselves.     

National and post‐national dimensions of citizenship education in the UK

Citizenship education has been an ongoing matter of academic and political debate in the UK since the 1970s. This debate culminated in the setting up of the Advisory Group in citizenship education under the chairmanship of Bernard Crick. The publication of the Crick Report, Education for Citizenship and the Teaching of Democracy in Schools (London, QCA, 1998 Qualifications and Curriculum Authority (QCA) (1998) Education for Citizenship and the Teaching of Democracy in Schools Report of the Advisory Group on Citizenship (London, QCA)  [Google Scholar]), has influenced the development of citizenship education across the UK from primary level to post‐16. Citizenship education has now been established as a statutory component of the compulsory school national curriculum in England and a set of proposals for Scotland were launched in 2002. In this paper, with particular reference to the Crick Report, I explore the theories and conceptions of citizenship that are evident in this policy area and consider the opportunities it offers for embedding democratic practices within late modern societies.