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8.1 How is ‘knowledge’ about refugees and asylum seekers produced and reproduced?

In this final section we consider ways in which ‘knowledge’ about refugees and asylum seekers is produced and reproduced through different kinds of research.


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5.3. 1 What would you include in such a test?

An advisory group which drew up proposals for the new ‘Life in the United Kingdom’ naturalisation test, believed that the ‘two senses of “citizenship”, as legal naturalisation and as participation in public life, should support each other. In what has long been a multicultural society, new citizens should be equipped to be active citizens’ (Home Office Immigration and Nationality Directorate, 2003, Section 2).

Although they claimed that becoming British ‘does not mean assi
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5.3 Legal status and belonging

During the Second World War, Jewish refugees experienced great insecurity about their status, resulting in some cases in severe mental distress. Others ‘chafed at existing conditions. Indeed, most refugees felt they had become part of British Society’ (London, 2000, p. 262). Being naturalised as British citizens was for many ‘the milestone which established their settlement in Britain’ (London, 2000, p. 259).

Following the 2002 Nationality, Immigration and Asylum Act, prospectiv
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4.1 The context and significance of the historical moments under consideration

The two historical moments we are considering were not chosen arbitrarily; they are both significant times in the overall history of people seeking asylum in the UK. Some important relationships between them give us a starting point for looking at continuities and discontinuities in both policy and experience.

Firstly, Lotte and Wolja were admitted to the UK under the 1905 Aliens Act. This was the first fully implemented legal attempt to control the entry of ‘foreigners’ into the UK
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1.2 What does this unit cover?

This unit offers some responses to these questions by outlining the variety of regions and regionalisms, their recent growth and its causes, their development in the EU context, and different future scenarios. Section 2 attempts to define ‘region’ and ‘regionalism’ in the face of their extreme cultural, economic and political diversity.
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8.2 Nationalism, self-determination and secession

What makes a ‘nation’ and what makes peoples strive for nationhood? This unit will provide you with an introduction to studying political ideas by looking at how people who see themselves as nations challenge the existing order to assert their right to a state of their own.

To access this material click on the unit link below. It leads to a separate OpenLearn unit and will open in a new window.

3.2 Mountain building in Scotland

Some of Britain's most dramatic scenery is to be found in the Scottish Highlands. The sight of mighty Ben Nevis, the desolate plateau of the Cairngorms and the imposing landscapes of Glen Coe can unleash the call of the wild in all of us. Although these landforms were largely carved by glacial activity that ended some 10,000 years ago, the rocks themselves tell of a much older history. The Highlands are merely eroded stumps of a much higher range of ancient mountains. This unit is an account
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2.2 Curriculum framework in Scotland

In this unit you will find discussion of national curricula frameworks relating to Scotland, England and the Republic of Ireland. These literacy curricula vary in the details of their prescription and the level of flexibility.

To access this material click on the unit link below. It leads to a separate OpenLearn unit and will open in a new window.

2.1 Overview

The Scottish education system is distinctive and has a long independent history. The units within this section cover the national curriculum framework in Scotland and give examples of learning in some Scottish schools.

In teachers' professional development, The Open University works with The General Teaching Council for Scotland (the independent regulatory body for the teaching profession in Scotland) to develop courses and qualifications specifically tailored to Scotland's needs, e.g.
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4.1 Race and place

The following poem was written by Jackie Kay who was born in Glasgow in 1961. Her mother was a white Scottish woman and her father was a black Nigerian student. She has written extensively about the subject of identity in the context of her own experience – for example, of being an adopted child, brought up in Glasgow.

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Introduction

This unit looks at identity, focusing upon the individual's perception of self in relation to others; the relationships between multi-ethnicity, cultural diversity and identity; and the effects of inequality and social class upon identity. It also looks at inequality and social class as they relate to perceived identity.

This material is from our archive and is an adapted extract from Introducing the social sciences (DD100) which is no longer taught by The Open University. If you
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Acknowledgements

Grateful acknowledgement is made to the following sources for permission to reproduce material in this unit:

The content acknowledged below is Proprietary and used under licence (not subject to Creative Commons licence). See Terms and Conditions.

Text

Video materials

These extracts are taken from DD208 © 2008 The Open University.

Uni
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2 Additional learning resources

Video resource

If you enjoyed the theme of the videos in this unit watch the video below to find out more about the OU course DD208 Welfare, crime and society.

Download this video clip.
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Acknowledgements

Grateful acknowledgement is made to the following sources for permission to reproduce material in this unit:

The material acknowledged below is contained in: Social Justice: Welfare Crime and Society (edited by Janet Newman and Nicola Yeates), Chapter 4 ‘Problem’ populations, ‘problem’ places, by Gerry Mooney, part of a series published by the Open University Press in association with The Open University. First published 2008. © The Open University. This publication for
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5 Further reading

For further discussion and explanations of events in New Orleans in the aftermath of Hurricane Katrina, G. Squires and C. Hartman's (eds) There is No Such Thing as a Natural Disaster (2006, Routledge) brings together a series of social sciences essays and commentaries around different dimensions of the disaster. There are many books and studies detailing the evolution of council estates in Britain and focusing on the many problems facing some of the residents who live in them. Tony Par
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3 How to reflect on your learning

It is important to get into the habit of actively reflecting on your learning. This is an important skill in its own right, and will help you get the most from your study time. So, as you work though each video, we suggest that when you are writing your notes you focus your thoughts and structure your observations around three areas:

1 The process of learning from the video

For example, you might ask yourself:

  • How do I feel about le
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4.5 Summary

So far, then, we have seen that family meanings matter for individuals, for social policy and professional practices, and for family studies – both for the ways in which family studies are undertaken, and for the ways in which such academic work impinges upon wider understandings and social processes. Each area of family meanings may thus also shape each of the other areas.


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4.4 Family meanings matter in family studies

Researchers and students of family studies need to pay attention to family meanings because it is not possible to stand outside of such meanings. Thus, it is important to be able to reflect upon the ways in which these meanings shape and impinge upon research, and, in the process, come to be reconstructed and reproduced. Such reflection is relevant whether we are considering the interpretations of people's lives undertaken within qualitative research or the categories of households and relati
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Module team

Prepared for the course team by Peter Hamilton and Kath Woodward


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