Acknowledgements The material is contained in Citizenship: Personal Lives and Social Policy (ed. Gail Lewis) 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. The material acknowledged below is Proprietary (see terms and conditions). This content is made available under a Author(s):
10 Further resources A very useful overview of ‘migration’ can be found in Lewis (2003). A special issue of Critical Social Policy (2002, vol.22, no.3) on ‘Asylum and welfare’ focuses on refugees, asylum seekers and migration. Kushner's The Holocaust and the Liberal Imagination (1994) and London's Whitehall and the Jew (2000) provide comprehensive analyses of UK approaches to refugees in the 1930s. In such a rapidly changing area of social policy, up-to-date information and anal
9 Conclusion In this unit we have explored the mutual constitution of personal lives and social policy through an analysis of the implications of different aspects of citizenship on the lives of refugees and asylum seekers. We have seen that legislation, social policy and practice concerned with asylum have profound effects on personal lives. Crucially, we saw that the very words used to describe people, their access to welfare, rights to work, legal status and the procedures for becoming a British citize
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:
6.2 ‘No-choice’ dispersal Dispersal as a strategy aimed at resolving tensions, avoiding ‘concentrations of aliens’ and preserving ‘ethnic balance’ and ‘cultural homogeneity’ is not a new idea, but one proposed for the settlement of successive groups of refugees, and indeed immigrants, since the 1930s, and also used in the 1960s and 1970s in relation to housing and education (Lewis, 1998). The government's asylum dispersal policy of 1999, intended to ‘ease the burden’ of the south-east of England, was b
2 Personal lives We start our exploration of the interrelationship of personal lives and social policy with personal stories. Read Extracts 1, 2 and 3 below, and make notes on areas of similarity and difference. What questions are raised a 1 The aspects and meanings of citizenship The issues discussed in this unit are considered in relation to different aspects and meanings of citizenship: people's legal and political status, their rights, opportunities to work, access to welfare, sense of identity and belonging, and practices of the everyday.
Throughout human history people have migrated from their place of birth for different reasons – for example, to seek new ways of surviving, to colonise new lands, to establish new markets for trade, or because they feare 4.5 Summary The EU as presently constituted is itself a product of globalisation, and here the impact of globalisation has been heightened by the central institutions of the EU directly encouraging regionalism and cross-border cooperation between regions to further its own political and economic integration. Regionalism has also been indirectly boosted by other EU policies, particularly the development of the Single European Market since the late 1980s 4.1 Introduction Since the ending of the long post-war boom in the early 1970s, the EU has developed in response to intensified competition in global markets, the member states have been progressively ‘pooling’ their sovereignty in economic matters, and globalisation's political consequences have gone furthest in the EU, not least in its regions. There are thus additional, specifically EU, factors in the growth of regionalism. It has been encouraged directly by the EU's regional policies and the regional 3.2 Growth of Europe's regions In the 1960s and 1970s some states, including the UK, contributed to politicising regional economic development by first defining ‘problem regions’ (for example, Central Scotland) and then failing to solve their problems. Here central states were still setting the agenda, but increasingly the lead was taken within the regions themselves, especially in regions with past experience of autonomy or their own nationalist tradition. Nationalism had a ‘bad press’ from the 1930s and 194 2.3 Diversity within states There is no simple or necessary correspondence between types of region and types of regionalism. But clearly-demarcated and long-established regions are a more likely basis for strong regionalist or nationalist movements, while top-down regionalisation often results in regions with little popular identity or awareness of the region by its own inhabitants. Pre-existing regional diversity provides an uneven basis for regionalising a whole state. For example, regionalising the UK is relatively e 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. Learning outcomes After studying this unit you should be able to: recognise the varieties of region and sub-state nations that exist within Europe; explain the growth of regionalism; critically assess the view that what is evolving is a ‘Europe of the Regions’; engage better with debates about the future direction of Europe, and the place of your nation or ‘region’ within it; improve your skills of academic reading and note taki Acknowledgements 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 Source: Kate Signorini All other material within this unit originated 10.3 Further study The resources within this unit have covered a wide range of subject areas including education, environment, technology, history, law, literature, politics, social care and social sciences. If you are interested in becoming an Open University student you might want to visit New to the OU. Below is a list of the Open University courses that have been drawn upon to create the OpenLearn Scotland collection. What is poetry? is from A175 9.5 Social work and the law in Scotland In this unit you will be asked to reflect on the meanings of both social work and law. You will find that these concepts are open to a range of possible definitions, and that the functions of social work and law can change depending on the practice context. Their meaning is also affected by the perspective from which they are viewed, for example, the service user's experience of social work and law will not always match the expectations of the professional, or the perceptions of the general p 9.2 Lennox Castle Hospital This unit looks at the history of institutions in the twentieth century, starting with a case study of Lennox Castle Hospital. It tries to make sense of the history of Lennox Castle, and of institutional life in general, through testimony of those who experienced institutions as inmates and as nurses, as well as through Erving Goffman's model of the ‘total institution’. It examines the social bases of segregation, the professionalisation of staff in asylums and institutions, and campaigns 8.8 Finding information in society This unit will help you to identify and use information in society, whether for your work, study or personal purposes. Experiment with some of the key resources in this subject area, and learn about the skills which will enable you to plan searches for information, so you can find what you are looking for more easily. Discover the meaning of information quality, and learn how to evaluate the information you come across. You will also be introduced to the many different ways of organising your 8.6 Poverty in Scotland Poverty in Scotland 2007 is the fifth in a series of books which, since the mid-1990s, have provided a comprehensive picture of the extent of poverty in Scottish society. Each of these books has been charged with making accessible what is often a complex world of figures, diverse measurements, competing definitions and contrasting interpretations of poverty – and identifying what should be done to address poverty. This book is presented as a pdf and was first produced in 2006. 8.4 A Europe of the regions? What role will the ‘regions’ play in the emerging governance structures of the European Union? This unit examines the rise of the regions and regionalism in Western Europe. You will look at the possible development pathways for Europe: will it become a Federal super-state or a decentralised ‘Europe of the Regions’? The unit discusses the future of Europe, and it looks particularly closely at what may happen to the smaller political units presently existing below the level of the
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