Precarious Wait: How U.S. Externalization and Waiting Policies Affect Haitian Asylum Seekers in Northeastern Mexico

The Afterlife of Mass Incarceration, or What Does It Mean to Need a “Brute” in the Twenty-First Century?

Post‐2015 refugees in Germany: “Culture of welcome”, solidarity or exclusion?

The stories of survival show how people who were exposed to various forms of social control and institutional violence as children and adolescents had to struggle with the consequences of these assaults for decades. The narrators of the storiesof survival are former sent-away-children who stayed in convalescent homes between 1950 and 1970; they document their experiences and their struggle for respect in their personal environment and for public recognition in the volume Heimweh –Verschickungskinder erzählen. The aim of the study. Based on a psychoanalytically inspired narrative concept, the article explores the question how the narrators are able to tell a story about their lives as their own and authentic life story. Research methods and techniques. This presupposes that not only experiences accessible to memory, but also repressed and pre-linguistic experiences have to be included in life story narration. Results and discussion. Pivotal categories of analysis are the terms “turning point” (Wendepunkte) and “threshold experience” (Schwellenerfahrungen). Four finished and completed narratives have been selected for analysis –two in which repressed experiences have found entry in the story telling, and two in which the struggle with remembering still is ongoing. Methodologically, I worked with a process of sense making (IPA) that reflects the subjectivity of all persons involved in the analysis, their previous experiences, their self-understandings and their theoretical assumptions, thereby disclosing their experiential space. Conclusions.An interesting finding of the analysis is that a) the level of violence experienced in the recovery homes cannot be considered as the only cause of repression and language disruption; b) children and adolescentswho had already developed resilience skills in their life history before their stay in the recovery homes were better able to resist the adversities in the recovery homes.Keywords: Sent-Away-Children; life story; repression and language destruction; remembering; resilience skills.

WALTER R. ALLEN * and ANGELA D. JAMES ** During past three decades, well over a thousand publications have been added to research record on African American families in United States (for detailed reviews of literature, see: Staples and Johnson,1993; Hill et al., 1993; Billingsley, 1992; Taylor et al., 1990; McAdoo, 1988; Staples and Mirande, 1980; Allen, 1978; Staples, 1971). literature on Black families across African Diaspora has also grown exponentially (Allen et al., 1986). Despite this enormous volume of research on Black life, we are very uneasy about nature and consequences of past research, as well as our own attempts to enter fray. This uneasiness is caused by continued references to The Black Family. Such references ignore extensive regional, ethnic, value, and income differences among Black families. It is an uneasiness with theoretical and methodological assumptions underlying so many published, widely circulated studies of Black families. This uneasiness is bred by entrenched, stereotypic portrayals of Black life which not only persist, but dominate popular as well as academic discourse about Black families. It is an uneasiness due to a frequently demonstrated ignorance concerning internal dynamics and motives of Black life in this society. We are uneasy that our own attempt to tell story of African American life will err too much in one direction or another. On one hand, statistical and ethnographic data on Black families present a picture of tremendous changes in manner in which men, women and children organize themselves into and household arrangements. We recognize that these changes have been accompanied by widespread concern of community members and often, feelings of social dislocation and personal difficulty among individual Black men, women and children. On other hand, we also want to keep at forefront of any discussion of dislocating effects of recent changes in Black organization understanding that these families continue to be community mainstays. The Black Family is in no danger of disappearing, even as families change in response to increasingly difficult economic, social and cultural circumstances. We seek to balance concern with what has been lost in midst of current transformations, with an accurate telling of varieties of African American stories emerging from storm's midst. DIVERSITY AND STEREOTYPES IN THE STUDY OF BLACK FAMILY LIFE Much that is written about Black American families is flawed by tendency of researchers to gloss over within-group differences. While prior research has extensively explored Black/White differences, information is relatively sparse regarding differences among African American families of different structure, incomes, regions, life-cycle stages, and value orientations. record comparing African American families to Black families across African Diaspora is also woefully inadequate (Allen et. al., 1986). Although this Special Issue's primary focus is on African American families, of necessity we incorporate studies of African, West Indian, and other racial ethnic families. rationale for examining African American experience (i.e., values, institutions) within context of larger African Diaspora is certainly well established (Du Bois, 1990; Drake, 1987). It is our premise that one best understand Africa American families by exploring both their specific and universal features. By focusing so much attention on comparing experience of among Blacks with Whites, much of richness, complexity and subtleties of African American systems have been ignored. This has resulted in widespread academic and popular acceptance of crude categories, poorly defined concepts, and negative stereotypes. Apparent in literature are abundant references to family disorganization, underclass, culture of poverty, and the Black Matriarchy. …

Many of the features examined in this book have also been studied elsewhere using corpora of discourse from various institutional environments, and have been shown to be extremely useful in establishing the ‘fingerprints’ of individual genres and discourses. For instance, ‘keywords’ (statistically significant words in a particular register or genre) (Scott, 1999) have been shown to signal both the core content vocabulary (Tribble, 2002) and interpersonal features (McCarthy and Handford, 2004) in academic and spoken business discourse respectively. Clusters, or multiword units (Wray, 2002), and their related functions have been fruitfully studied in business meetings (McCarthy and Handford, 2004; Handford, 2007; O'Keeffe et al., 2007) and in academic discourse (Biber and Conrad, 1999; Oakey, 2002; Simpson, 2004; O'Keeffe et al., 2007), as has turn-taking (Walsh, 2006; Evison, 2008). Specific interpersonal markers of genre such as vagueness and hedging have been studied in media discourse (O'Keeffe, 2003, 2006), healthcare discourse (Adolphs et al., 2007) and academic discourse (Hyland, 1998; Evison et al., 2007), and metaphors and idioms have been analysed in spoken business discourse (Koester, 2006; Handford, 2007; Handford and Koester, 2010). In each case, these linguistic features have been shown to serve conventionalized purposes within their domains of discourse.

The article discusses the main features of the coverage of the topic of generations in academic and media discourse; it argues that there is a convergence between an academic and media discourse in texts concerning the theory of generations. A sample of texts from Rossiyskaya Gazeta, Moskovsky Komsomolets, Lenta.ru, Profil, Vedomosti, Kommersant for the period from 1.01.2024 to 18.02.2025 was analyzed. The process of convergence of different types of rationality is a natural and desirable phenomenon, unless the specific features of scientific and media styles of covering the theory of generations are ignored. Within the Russian academic research field there are studies of a proper level of theoretical and empirical validity. They provide the methodological foundations of the concept of generations, examine the conditions of formation and semantics of generational characteristics, discuss the problem of intergenerational boundaries, study the generational dynamics in the context of Russian history, etc. However, a simplified version of the generational theory is widespread in the media sphere. In media texts, as well as in many scientific publications, despite the existing criticism, the ‘generational theory’ by N. Howe and W. Strauss is dominated, which indicates the diffusion of academic and media discourse. This can be explained by the fact that this concept, in our opinion, contains signs of mass culture. The convergence of academic and media stylistics is expressed by the similarity of the texts in terms of the following characteristics: descriptiveness, schematism, lack of methodological foundations, lack of reflection on the heuristic possibilities of the theoretical model, consideration of the generation problem in a narrow theoretical context. This kind of interpenetration of discourse may decline the level of analysis of generational issues and distort the representation of scientific rationality in the media space. As a result, the convergence of styles requires constant studying and correction.

In the article the author explains the necessity to work out a systematic approach to the description of communicative units of reallife communication. The article presents an attempt to solve the problem of classifying the units belonging to the secondary communication level. Based on the previously suggested principles and methods of identifying communicative discourse units, the author provides definitions of primary and secondary (supportive) units. Also, the author defines typological structural, semantic and functional properties of supportive communicative units, analyzes typological properties of three supportive units: discourse markers, dialogue reaction markers and dialogue repetitions, and gives definitions of these units which correlate with the current state in modern linguistics. The functional and quantitative analysis of three spheres of communication (colloquial, media and spoken academic discourses) shows the balance of primary and secondary units in these spoken discourses. It is proved that all three spoken discourses demonstrate a specific level of the interaction of informative, regulative and organizational “vectors of communication” which can be regarded as a certain functional-pragmatic characteristic of the discourse. Spoken academic discourse demonstrates the highest proportion of supportive communicative units. Colloquial discourse uses mainly dialogue reaction markers and dialogue repetitions, media discourse – discourse markers and dialogue reaction markers, academic discourse – discourse markers. Taking into consideration the modern situation of studying supportive units the author singles out several problematic issues and outlines the prospects of their studying: namely, making up intentional-communicative dictionaries of Russian discourse, using theoretical and practical research results for the communication of a human being with artificial intelligence. In the conclusion the author emphasizes the role of supportive units as means of increasing communication efficiency and claims the importance of dealing with theoretical and methodological issues of supportive units’ usage within linguistic ecology.

The “processual turn” in the study of borders has opened up to the analysis of how borders and border regimes, conceived of as social practices, are created/recreated in many ways, for many actors, at any place and time; however, this perspective still coexists with traditional approaches to borders, characterized by a fixation with the notion of border only as a tangible entity, the physical outcome of political, social and/or economic processes. These studies develop through sophisticated and erudite conceptual analysis, not always balanced by equal empirical anchorage. Conversely, based on an ethnographic account of asylum seekers’ reception policies in Alto Adige/Südtirol, the article empirically frames the concept of “border” by retracing the experiences of the so-called “out-of-quota” asylum seekers (profughi fuori quota/Asylbewerber fuori quota) in light of their categorization prompted by local policy and media discourses. The author unveils the performative dimension of labelling practices by arguing that these not only fuel misrepresentation but translate into bordering practices that exacerbate juridical and social vulnerability and hinder access to reception facilities and welfare services.

This article reflects on the significance of Melilla, a Spanish enclave and southern border of the European Union (EU), in the migratory experience of the Moroccan youth on the move to Europe who call themselves harraga. The methodology combines a multisited ethnographic approach (Marcus 2001), from Casablanca to Paris, with a multimodal one (Westmoreland 2022), collecting information through in-depth interviews, life stories, participant observations and a drawing workshop. Although the institutional violence in the governance of the mobility of this youth makes Melilla resemble a city-prison (Khosravi 2021), in my reflections I argue that this border has an ambivalent impact on the whole migratory experience of the harraga youth. On the one hand, frustration, everyday violence, and racism appear; on the other, friendship, autonomy and networking.

During the last decades of the 20th century, large-scale psychiatric institutions were dismantled. This “deinstitutionalization” was connected to efforts to end institutional violence. Former inmates, however, had institutional violence inscribed into their bodies and souls. This article is written by one of them, 87-year-old Swedish psychiatry survivor, Gunnel Bergstrand, together with researcher Elisabeth Punzi. They explore how Gunnel’s stay at a dismantled Swedish psychiatric institution in 1956 affected her whole life and how she struggled to find a listener. We frame our work in a life story perspective and in the recently developed discipline of Mad studies, which challenges psychiatric terminologies and interventions and reclaims expertise based on the knowledge of those with lived experiences, past and present.

The purpose of this article is to show the importance of rethinking the teaching of mathematics in the current educational system, with the intention of putting on the table the need to expand the types of educational problems and their potential solutions that are usually presented in academic discussions. Particularly, in this work, we focused on the need to model complex problems; we performed the research investigation in a private institution in northeastern Mexico. In a class of Differential Equations for future engineers, we expanded the types of problems that must be presented in class, using effective technology (VENSIM) and a modeling approach.

The concept of social inclusion generally is discussed as an ideal to which there is no opposition, and to which policy and practices in society necessarily must be directed. This article discusses how current notions of social inclusion in policy, academic and media discourses are related to historical representations of social disadvantage. It also discusses how social inclusion policies and ideas in Australia accord with cultural values and ideals of egalitarianism, but conflict with the values of non-conformity and anti-authoritarianism celebrated in the national identity. It examines how the media framing of social inclusion is influenced by the received understanding and historic representation of social inclusion, as well as how media representations of non-conformity in Australia are framed by a mythology of Australian journalists and journalism as larrikins and non-conformist. It argues that while media framing of social inclusion frequently reflects and promotes the dominant perspective as constructed by government and academic discourses, Australian media reporting is able at times to provide a positive alternative to the homogenising and bureaucratic view of social inclusion by championing and celebrating non-conformity and anti-authoritarianism.

O presente trabalho apresenta uma discussão sobre o turismo comunitário em área rural enquanto atividade que transforma e modifica pessoas e ambientes, visto ser antes de tudo uma área que permeia contextos e vidas nas mais distintas dimensões do viver humano. Analisamos esta realidade a partir das interseções e diferenças entre os discursos produzidos em duas pesquisas realizadas nos últimos dois anos. Cada uma, a partir de um olhar distinto (pesquisa 1 – discurso acadêmico / pesquisa 2 – discursos midiáticos) sobre o mesmo fenômeno, apresenta eixos diferenciados de avaliação sobre as percepções que os sujeitos podem construir de uma mesma situação. Para a elaboração desse texto traçamos os seguintes percursos metodológicos: leitura dos resultados de cada pesquisa, seleção dos discursos considerando as categorias de análise convergentes e divergentes e por fim a análise conjunta dos dados e a discussão dos mesmos. Ao final percebemos a existência de dois discursos, com um formato ou uma imagem do turismo desvirtuada do fenômeno em análise e, portanto capaz de criar expectativas ou desestímulo desnecessário e até prejudicial às propostas futuras de crescimento da atividade turística na região.

With the release of the Programme for International Student Assessment (PISA) 2003 results in late 2004, Finland became the focus of international admiration. Soon after the study’s release, scholars, journalists, and government officials from around the world flocked to the small Nordic nation in search of the “secret” of its educational accomplishment (Asahi News 2002). While Finland enjoyed international acclaim, Japan—the former exemplar of educational excellence—was in the midst of serious soul-searching about its own educational system. The Japanese “academic achievement crisis debate” (gakuryoku teika ronsō) erupted in the late 1990s, generating a national moral panic over declining academic performance (see Takayama 2007). The PISA 2003 results were released at the peak of this controversy, and Japan’s “drop” in ranking in some areas from PISA 2000 to PISA 2003 led many observers to believe that the suspected scholastic crisis had been confirmed (see Takayama 2008c). In the aftermath of the PISA shock, Japanese journalists, scholars, and government officials followed the international trend, traveling to Finland in search of the Finnish secret (Fujita 2005). Meanwhile, various Japanese professional educational associations invited Finnish education scholars and former and incumbent ministers of education to learn from the world’s best education system (Asahi News 2005b; Tanaka 2005b; Kitagawa 2006 In addition, many individuals, organizations, and publishers were quick to capitalize on the “Finnish boom” (Watanabe 2005, 12). Tatsuo Kitagawa, formerly of the Japanese embassy in Helsinki and presently the chairperson of the Finnish Method Promotion Association (Finrando Mesoddo Fukyū Kyōkai) translated a series of literacy textbooks used in Finnish schools, selling more than 100,000 copies (Yomiuri News 2007b). Kitagawa and other experts

Ethnocultural Variations in Mental Illness Discourse: Some Implications for Building Therapeutic Alliances