Write a summary Paragraph 1 (100 words) Purpose and background Paragraph 2 (100

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Write a summary

Paragraph 1 (100 words) Purpose and background

Paragraph 2 (100 words) Research methodology OR Main points

Paragraph 3 (100 words) Findings and significance

Purpose and background

       - Who wrote the article?

              - What is the problem or issue?

Research methodology

              - How did the authors conduct the study?

              - Who was involved? Where? What instruments were used? For how long?

Findings and significance

              - What were the conclusions?

              - Why is this important to know?

Contents lists available at SciVerse ScienceDirect Political Political Geography journal homepage: www.elsevier.com/locate/polgeo Crafted within liminal spaces: Young people's everyday politics Bronwyn E. Wood School of Pelicy and Implementenien Victorie University of Wellington. PO Box 17.310 Karori Wellington 6147, New Zealand A BSTRACT This paper examines how high school-aged young people from New Zealand are crafting their everyday political subjectivities within the liminal status and liminal spaces they occupy in society. With a specific focus on schooling and the citizenship education curricula in New Zealand, three vignettes are intro- duced which examine young people's less reflexive and 'everyday forms of political action in the interstitial liminal space between Public/private, Formal/informal and Macro/micro politics. These vignettes underline how young people's everyday politics were embedded within spatial and relational processes of socialisation with adults within their schools and communities, yet, also showed both agency and resourcefulness with these spaces. Young people's liminal status and occupation of liminal spaces provided them with unique perspectives on social issues (such as bullying, racism, water conservation, and obesity) and enabled them to respond in ways that were 'different to adults' Politics yet nonetheless showed their political and tactical selves (de Certeau, 1984), A focus on young people's political practices in liminal spaces allows for new possibilities and understandings of the political. Young people Everyday politics Citizenship education de Certeau 6 2012 Elsevier Ltd. All rights reserved young people's political expressions largely remain contained within adult-defined and school-regulated notions of acceptable Schools constitute one of the most significant spaces in which political action. Furthermore, many participation opportunities young people learn about and experience democracy, politics, and offered to students mimic adult conceptions of the political with citizenship (Benton et al., 2008; Evans, 2006: Ireland, Kerr·Lopes, the aim of equipping them for their future role as citizens. Instead of Nelson, & Cleaver, 2006: Staeheli, 2010: Weller, 2003, 2009) With participating as full citizens now, politics is presented as a delayed this in mind, and as a way to address concerns about falling rates of act "as the time of youth is about a future (real) life- adulthood" participation and political engagement of young people (Kimberlee. (Wyn& White. 1997, pp. 12-13) when they will achieve educa- 2002: Print, 2007: Putnam, 2000), schools have increasingly been tional, economic, and political autonomy. Schools therefore can be targeted as vehicles to deliver citizenship education curricula seen as a hybrid political space in which young people occupy an in- aimed at promoting more active' citizens (Annette, 2009: Brooks& between or liminal status as political beings and political becomings Holford, 2009: OToole, 2003). Such initiatives provide an exciting (Kallio & Häkli, 2011b) new arena for exploration in the area of children and young To expose this state of political in-betweenness, in this paper people's politics, as well as furthering debates on the nature of advance the concept of liminality as a way to explore and analyse children and young people's experiences as competent social actors young people's everyday politics. The idea of liminality, literally meaning on the threshold, stems from Arnold van Gannep (1909) However, it is also apparent that schools are also highly and Victor Turner's (1969) anthropological research. These two complex, challenging and problematic space for children and young researchers advanced the idea of liminality to draw attention to people to express their politics (Ireland et al., 2006: Weller, 2003, phases of transition in which people are "betwixt and between all 2007, 2009) For while schools can be seen as significant arenas to the recognized fixed points in space-time of structural classifica- encourage the development of a habit of participation' (Catt, 2005) tion (Turner. 1967, p.97). This state of in-betweenness they refer to (Weller, 2003). they are also, paradoxically, spaces in which power is unevenly shared between adults and students and sites characterised by high levels of adult regulation and control. As a result, children and as liminality. The idea of liminality has been usefully applied to highlight the space that young people occupy in society, "positioned on a boundary or threshold" (Weller, 2006, p. 102) and therefore as one of in-betweenness (Bucholtz, 2002: Luzzatto & Jacobson, 2001; Thomassen, 2009: Weller, 2007), Liminality, in this sense, exposes Tel:+64 4 463 9611::+64 4 463 9649

Explanation / Answer

Paragraph 1

The article was written by Bronwyn E. wood.
The purpose of the article is to study everyday politics subjectivity of the youth. By studying the high School aged young people from New Zealand in relation to their political subjectiveness that they exhibit in their daily life and in their school. During this stage the students are entering into transition phase by learning about the politics and how it can be applied as well as its advantages and disadvantages. The transition phase is also called as liminal space. The liminal spaces where all the growth happen. Issue is to study the political expression of the students during school participation and social interaction within the school premises.

Paragraph 2

The research methodology used for observing the activities in Cafe style Focus Group as well as traditional focus group interviews were carried out with the teachers.For data collection visual methodology of photo voice was used. Where in the analysis of visual image was carried out. Formation of such Focus Group helps in open discussion regarding perception, opinions, beliefs and attitude towards politics it is an interactive session where questions are asked to the focus group members. The duration of Focus Group session was one hour and 29 such focus Group was formed.

Paragraph 3
The conclusion for based upon three vignette, the first vignette showed that young people involved into friendship politics and use their friendship to acknowledge social issues. The second vignette used environmental action to influence the lives of others. The third vignette illustrated extreme political aware that can hamper wellbeing of their own resident. Hence it can be concluded that there is interaction between social issues and political behaviour of the youth.

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