8.1.2Why do you think the Home Secretary did not draw on this research when interpreting the asylum

Considering these findings alongside the statistical data and our personal stories, we can draw some conclusions about the production and reproduction of knowledge about refugees and asylum seekers through research:

8.1.1 What kind of evidence has been used in this unit?

We have used personal stories as evidence to support arguments about the mutual constitution of personal lives and social policy. The people in our stories all came to, or stayed in, the UK primarily because they saw it as a place of safety, not because of the welfare benefits or services they hoped to receive, and we have contrasted this with dominant discourses about (bogus) asylum seekers for whom welfare in the UK is said to act as a magnet. These dominant or official discourses, echoed b
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6.3 Shopping with ‘vouchers’

Activity 5

The advice given to young asylum seekers, reproduced here as Extract 4, describes how the system of vouchers (see Figure 4) operated before it was di
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4.2 Feminist perspectives: who counts as a refugee?

The UN Convention has a very narrow definition of a ‘refugee’, which does not ‘accommodate those people who are forced to leave their country of origin because of economic and/or social disruption caused by environmental, political or economic turmoil or war. These are precisely the reasons that propel most refugees from the underdeveloped South’ (Lewis, 2003, p. 327). If we examine this definition further through a feminist theoretical perspective, we can see how social pol
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3 Social policy and citizenship

Immigration law and policy do not traditionally appear under the heading of ‘social policy’. We argue here for a broader definition that includes these, since the laws, policies and procedures concerned with the rights of people to enter the UK and to claim refuge can have a profound effect on personal lives, as our personal stories have already shown.

Immigration and asylum is a rapidly changing area of social policy. Four major pieces of legislation were enacted between 1993
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2 Personal lives

We start our exploration of the interrelationship of personal lives and social policy with personal stories.

Activity 1

Read Extracts 1, 2 and 3 below, and make notes on areas of similarity and difference. What questions are
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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

The material acknowledged below is Proprietary (see terms and conditions) This content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence

The following material is contained in: Work, Personal Lives and Social Policy (ed. Gerry Mooney) 2004, published in association wit
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5.4.2 The main body of the 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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5.4.1 Introduction and Starting
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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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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5.2 Tests as a selection tool
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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4.11 References
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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4.10 Shortlisting
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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4.9 Further particulars, application forms and dealing with paperwork
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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Introduction

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

Acknowledgements

The following material is contained in Work: Personal Lives and Social Policy (ed. Gerry Mooney) 2004, published in association with The Policy Press © The Open University, 2004. This publication forms part of the Open University course DD305, Personal Lives and Social Policy.

Except for third party materials and otherwise stated (see terms and conditions), this content is made available under
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