Negotiating Danger, Risk and Safety: An Exploration with Young People in an Urban Neighbourhood
Lead Research Organisation:
University College London
Department Name: Humanities and Social Sciences
Abstract
Abstracts are not currently available in GtR for all funded research. This is normally because the abstract was not required at the time of proposal submission, but may be because it included sensitive information such as personal details.
People |
ORCID iD |
| Jenny Parkes (Principal Investigator) |
Publications
Conolly A
(2012)
'You're like a prisoner in your house. She's not allowed to go nowhere': autonomy in young people's familial relationships in areas affected by high youth crime
in Families, Relationships and Societies
Jenny Parkes (Author)
(2009)
Risky positionings : young people in a London borough
Jenny Parkes (Author)
(2010)
Dangerous encounters? : peer dynamics in managing neighbourhood risk
Jenny Parkes (Author)
(2009)
Gender in the UK gangs, guns, knives 'epidemic'
Jenny Parkes (Author)
(2011)
Living in a 'hotspot' for crime : dilemmas for boys
Jenny Parkes (Author)
(2011)
Young people and neighbourhood risk project : the girls' perspectives
Jenny Parkes (Author)
(2011)
Spaces of risk : troubling violent masculinities in a London neighbourhood
Parkes J
(2016)
The evolution of policy enactment on gender-based violence in schools
in PROSPECTS
| Description | Global Working Group on School Related Gender Based Violence |
| Organisation | United Nations (UN) |
| Department | United Nations Girls Education Initiative |
| Country | Global |
| Sector | Public |
| PI Contribution | I am an invited member to the Global Working Group on SRGBV, convened by UNESCO, UNICEF and the UN Girls Education Initiative (UNGEI), and contribute expertise to the research strand of this group, which aims to strengthen the evidence base globally on SRGBV |
| Collaborator Contribution | UNGEI coordinate the group, with regular meetings, addressing research, development of indicators, and advocacy to address SRGBV |
| Impact | Conference panel at CIES 2016, and 2017 |
| Start Year | 2014 |
| Description | Feedback letter for school |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Participants in your research or patient groups |
| Results and Impact | This is an example of feedback sent to a school soon after data collection had been completed, and while analysis was underway. It was intended to provide some personalised feedback on the issues arising within this specific setting, while the later feedback was elicited from data across a range of study settings. Section not completed |
| Year(s) Of Engagement Activity | 2012 |
| Description | Feedback to pupils |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Professional Practitioners |
| Results and Impact | This checklist that was used in the final group sessions in xxx school to feedback to girls and boys about some of the key problems and risks they had brought up in our earlier discussions. The checklist was used to stimulate further discussions on how to address the problems. Section not completed |
| Year(s) Of Engagement Activity | 2012 |
| Description | Mapping girls' education in conflict and emergencies |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Two day workshop on what is done on girls' education in conflict and emergencies in the humanitarian and academic fields. Successes and challenges in relation to working with gender in different situations of crisis where different actors and kinds of educational programs are involved. What do we know and what are the knowledge gaps in this field from the perspective of gender? Each speaker addressed these issues from their respective humanitarian/academic work experiences. My presentation focused on 'Mapping research on gender violence, conflict and education'. |
| Year(s) Of Engagement Activity | 2015 |
| Description | Negotiating risk : gender, youth and urban neighbourhoods symposium |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | This ESRC supported symposium provided a forum for academics, professionals and policy makers to consider the implications of recent research with young people on gender, risk and urban space in a shifting policy-practice context. Four short presentations will report findings from research studies carried out with young people in London and in North-East England. Tracy Shildrick will present findings on the significance of poverty, class and place from a study of youth transitions in the North East. Antony Gunter will discuss road cultures, transitions and young black males growing up in East London. Jenny Parkes and Anna Conolly will report on the dilemmas experienced by girls and boys negotiating neighbourhood risk in London, drawing on the ESRC funded study on Young People and Neighbourhood Risk which has generated this symposium. These presentations are intended to provide a starting point for exchanging ideas on the implications for policy and practice. |
| Year(s) Of Engagement Activity | 2012 |
| Description | Research at the ethical borderlands |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Public/other audiences |
| Results and Impact | In this presentation, I discuss an ethical dilemma, that moments in research on violence that overstep the rules of ethical acceptability may be particularly fruitful moments for the insights they give into how young people make sense of, engage in and resist violence. Using some examples from my own research over time, I trace my own shifting responses to the dilemma, concluding that it is important to recognise research groups group not as neutral sites, but as spaces where identities are struggled over, and symbolic violence may happen, and that researchers should explore ways to encourage critical self-reflection, as well as anticipating possible consequences when moving outside 'safety' of research space. This was an invited presentation for the ESRC Seminar Series Childhood and Violence: International and Comparative Perspectives, held at Birkbeck College, and shared more widely via podcast. |
| Year(s) Of Engagement Activity | 2011 |
| URL | http://www.internationalchildhoodstudies.org/seminar6.htm |
| Description | Subjectivity, discourse and positioning in a study of young people in an urban neighbourhood |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Postgraduate students |
| Results and Impact | This is a presentation for teaching session with students for the MA in Psychosocial Studies in Education. Students also read our article in Children's Geographies (Parkes and Conolly 2011), and were given data extracts to analyse, using a discourse analytic method, which draws on Maclau and Mouffe's discourse theory. Linking with recent media stories on youth perspectives on police, the session examines how young people and police represent each other. The mode of analysis enables a nuanced interpretation of their perspectives. While in some ways the data supports the news stories of negative stereotyping and stigmatising, the analysis also draws out the ways in which people's perspectives emerge from their personal and professional histories, how they shift and change, and how the depictions of the other can serve to portray particular versions of the self. |
| Year(s) Of Engagement Activity | 2012 |
| Description | Subjectivity, discourse and the signifier : what does it mean to say that the subject is constituted in language? |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Postgraduate students |
| Results and Impact | This is a teaching plan for a session with doctoral students on psychosocial approaches to data analysis. Extracts of young people's talk about risk and violence, together with my analysis, are used to demonstrate how to analyse the relationship between subjectivity and discourse, and to show how theoretical concepts from psychoanalysis and social theory can be deployed in social research. |
| Year(s) Of Engagement Activity | 2012 |
| Description | Symposium: Gender Violence, Poverty and Young People |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Postgraduate students |
| Results and Impact | The purpose of the symposium was to share state-of-the-art research on gender violence and young people, with a particular focus on young people living with poverty. Additionally the event helped to promote my edited book, providing contributors with an opportunity to exchange ideas, along with disseminating to a broader audience of policy makers and NGOs.The symposium addressed key questions about the effects of violence on young subjectivities, the role of institutions in constraining or expanding opportunities to counter violence, and the research approaches and agendas needed to support and strengthen post 2015 interventions in policy and practice. Speakers from a range of disciplines (including education, anthropology, sociology, health, critical policy research) stimulated discussion on these questions through sharing research case studies. The programme included: • Fiona Leach; Elaine Unterhalter; Jenny Parkes (Conceptual, methodological and ethical issues in researching gender violence, poverty and education) • Ana Maria Buller; Ariane de Lannoy (Masculinity, youth and violence: Peru, South Africa) • Virginia Morrow; Karen Devries (Corporal punishment in schools: India, Uganda) • Jo Heslop; Kirrily Pells; Charley Nussey (Gender violence in private spaces - homes and communities: Vietnam, Kenya, Ghana, Mozambique, South Africa) • Polly Wilding; Lorena Fuentes (Gender and violence in programming, policy and public discourse: Brazil, Guatemala) |
| Year(s) Of Engagement Activity | 2015 |
| Description | Young people and neighbourhood risk project |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Professional Practitioners |
| Results and Impact | These slides were used for an assembly, when we introduced the research to a whole school, in order to inform young people about the project, and to assist them in deciding whether to participate. Using photos and images connected with my past research in South Africa enabled me to share concerns of young people on risk and safety from another context. The ensuing discussions demonstrated some unexpected impacts, with young people in London identifying common threads in relation to ethnicity and racism, as well as gangs, and strategies for risk management. Section not completed |
| Year(s) Of Engagement Activity | 2012 |