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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.

7 Citizenship as ‘participation in social life’

If ‘citizenship, as social practice, is manifested by direct or indirect participation in public life, by both individuals and groups’ (Kastoryano, 2002, p. 143), then opportunities for asylum seekers and refugees to participate is crucial. Young unaccompanied asylum seekers in Milton Keynes (not one of the government's ‘cluster areas’) were very clear about what participation meant for them: ‘secure housing, full-time education, special language training, friends
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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,
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Learning outcomes

By the end of this unit you should understand:

  • changing constructions of ‘refugees’ and ‘asylum seekers’ over the last century;

  • ways in which the study of refugees and asylum seekers raises profound questions about the basis and legitimacy of claims for ‘citizenship’;

  • how the personal lives of refugees and asylum seekers have been shaped by social policy that constructs them as ‘other’;

  • how refugees
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Introduction

This unit explores the dynamic interrelationships between citizenship, personal lives and social policy for people who have fled their country of origin seeking asylum in the UK.

This unit is an adapted extract from the course Personal lives and social policy (DD305)

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.


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ライブラリパネルへのアセットの読み込み
このビデオではFlash Professionalでライブラリパネルにアセットを読み込んで使用する方法をご紹介します。
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シンボルとインスタンス
このビデオではFlashにおけるシンボルとインスタンスについて解説します。
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Learning outcomes

As with DD208_1, this unit provides a further opportunity to develop your ability to

  • understand what we mean by the entanglements of social welfare and crime control, by exploring the tensions and relations between ‘watching over’ and watching out for’;

  • understand policy responses and their relevance to the course;

  • identify different kinds of evidence – in particular, visual evidence and interview evidence;

  • develop your I
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Introduction

This unit provides a further opportunity for you to take notes using audio visual material. Before continuing to watch the clips, please ensure that you have already worked through DD208_1.

Use the advice and guidance that you learnt in DD208_1 to take notes on the video clip presented in this unit. Use the note taking techniques you learnt, and remember that your notes need to reflect what each video is showing. You need to identify the nature of the debates and the arguments and ident
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Acknowledgements

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

Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence

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4.1 Choosing customers

Think about your own organisation – or your own experiences as a customer. I'm sure you'll agree that, over the last few years, customers have become very sophisticated. They expect higher standards, lower costs, and a wide range of goods and services that are provided at their convenience. If an organisation does not provide what they want, they find one that can.

Most companies have experienced changes in their markets, such as new customer demands and expectations, and new competit
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Next steps
Does the recruitment and selection process fill you with dread? Discrimination and equal opportunities legislation can make this area feel like a minefield. If you are faced with appointing a new employee, then this unit will provide a straight-forward guide to the process: from writing job descriptions to finally assessing who to appoint.
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Learning outcomes

This unit will help you to develop your ability to:

  • understand what we mean by the entanglements of social welfare and crime control, by exploring the tensions and relations between ‘watching over’ and ‘watching out for’;

  • understand policy responses and their relevance;

  • identify different kinds of evidence – in particular, visual evidence and interview evidence;

  • develop your ICT skills, including how to make the mo
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Introduction

This unit is the first in the DD208 series of three units that will help you to develop your skills for learning from audio visual material.It is adapted from the course Welfare, crime and society .You will be looking at the theme of surveillance as a multifacted, everyday practice. It is really important to bear in mind that the video clips are less concerned with surveillance in its
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5.3 The selection interview
Does the recruitment and selection process fill you with dread? Discrimination and equal opportunities legislation can make this area feel like a minefield. If you are faced with appointing a new employee, then this unit will provide a straight-forward guide to the process: from writing job descriptions to finally assessing who to appoint.
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4.12 Candidates make decisions too
Does the recruitment and selection process fill you with dread? Discrimination and equal opportunities legislation can make this area feel like a minefield. If you are faced with appointing a new employee, then this unit will provide a straight-forward guide to the process: from writing job descriptions to finally assessing who to appoint.
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4.8 Advertising
Does the recruitment and selection process fill you with dread? Discrimination and equal opportunities legislation can make this area feel like a minefield. If you are faced with appointing a new employee, then this unit will provide a straight-forward guide to the process: from writing job descriptions to finally assessing who to appoint.
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4.7 Attracting applicants
Does the recruitment and selection process fill you with dread? Discrimination and equal opportunities legislation can make this area feel like a minefield. If you are faced with appointing a new employee, then this unit will provide a straight-forward guide to the process: from writing job descriptions to finally assessing who to appoint.
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4.4 Job description
Does the recruitment and selection process fill you with dread? Discrimination and equal opportunities legislation can make this area feel like a minefield. If you are faced with appointing a new employee, then this unit will provide a straight-forward guide to the process: from writing job descriptions to finally assessing who to appoint.
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