Democratic Values Transmission

This study addresses the issue of intergenerational transmission of democratic values embedded in social choice rules. We focus on a few rules which have been the focus of social choice theory: plurality, plurality with a runoff, majoritarian compromise, social compromise and Borda rule. We confront subjects with preferences profiles of a hypothetical electorate over a set of four alternatives. Different rules produce different outcomes and subjects decide which alternative should be chosen for the society whose preference profile is shown. We elicit each subject's preferences over rules and his/her parents' and check whether there is any relationship; 186 students and their parents attended the sessions at Istanbul Bilgi University. Overall, we find support for the hypothesis of parental transmission of democratic values and gender differences in the transmitted rule.

Analyzing Intergenerational Influences on Income Poverty & Economic Vulnerability with EU-SILC

The European Union Statistics of Income and Living Conditions
(EU-SILC) 2005 wave includes a special module on inter-generational
transmission of poverty. In addition to the standard data relating to income
and material deprivation, information relating to parental background and
childhood circumstances was collected for all household members aged over
24 and less than 66 at the end of the income reference period. In principle,
the module provides an unprecedented opportunity to apply a welfare regime
perspective to a comparative European analysis of the relationship between
poverty and social exclusion and parental characteristics and childhood
economic circumstances. In this paper, we seek to exploit such potential. In
pursuing this objective, it is necessary to take into account some of the
limitations of the data. We do by restricting our attention to a set of
countries where data issues seem less extreme. Finally, we compare findings
from one dimensional and multidimensional approaches to poverty and social
exclusion in order to provide an assessment of the extent to which our
analysis of welfare regime variation provides a coherent account of the
intergenerational transmission of disadvantage.

Providing youth with skills, training and employment opportunities through ICT Initiatives

Youth population is increasing explosively particularly in developing countries as a result of rapid urbanization. This increase is bringing large number of social and economic problems. For instance the impacts of job and training availability, and the physical, social and cultural quality of urban environment on young people are enormous, and affect their health, lifestyles, and well-being (Gleeson and Sipe 2006). Besides this, globalization and technological developments are affecting youth in urban areas in all parts of the world, both positively and negatively (Robertson 1995). The rapidly advancing information and communications technologies (ICTs) helps in addressing social and economic problems caused by the rapid growth of urban youth populations in developing countries. ICTs offer opportunities to young people for learning, skill development and employment. But there are downsides: young people in many developing countries lack of having broad access to these new technologies, they are vulnerable to global market changes, and ICTs link them into global cultures which promote consumer goods, potentially eroding local cultures and community values (Manacorda and Petrongolo 1999). However we believe that the positives outweigh such negatives. At the beginning of the twenty-first century, the world’s young population number more than they ever have. There are over a billion young people between the ages of 15 and 24, which 85 per cent of them live in developing countries and mainly in urban environments. Many of these young people are in the process of making, or have already made, the transition from school to work. During the last two decades all around the world, these young people, as new workers, have faced a number of challenges associated with globalization and technological advances on labour markets (United Nations 2004). The continuous decrease in the manufacturing employment is made many of the young people facing three options: getting jobs in the informal economy with insecurity and poor wages and working conditions, or getting jobs in the low-tier service industries, or developing their vocational skills to benefit from new opportunities in the professional and advanced technical/knowledge sectors. Moreover in developing countries a large portion of young people are not even lucky enough to choose among any of these options, and consequently facing long-term unemployment, which makes them highly vulnerable. The United Nations’ World Youth Employment report (2004) indicates that in almost all countries, females tend to be far more vulnerable than males in terms of long-term unemployment, and young people who have advanced qualifications are far less likely to experience long-term unemployment than others. In the limited opportunities of the formal labour market, those with limited vocational skills resort to forced entrepreneurship and selfemployment in the informal economy, often working for low pay under hazardous conditions, with only few prospects for the future (United Nations 2005a). The International Labour Organization’s research (2004) revealed that the labour force participation rates for young people decreased by almost four per cent (which is equivalent of 88 million young people) between 1993 and 2003. This is largely as a result of the increased number of young people attending school, high overall unemployment rates, and the fact that some young people gave up any hope of finding work and dropped out of the labour market. At the regional level, youth unemployment was highest in Middle East and North Africa (MENA) (25.6%) and sub-Saharan Africa (21%) and lowest in East Asia (7%) and the industrialized economies(13.4%) (International Labour Organization 2004). The youth in economically disadvantaged regions (e.g. the MENA region) face many challenges in education and training that delivers them the right set of skills and knowledge demanded by the labour market. As a consequence, the transition from school to work is mostly unsuccessful and young population end up either unemployed or underemployed in the informal sectors (United Nations 2005b). Unemployment and lack of economic prospects of the urban youth are pushing many of them into criminal acts, excessive alcohol use, substance addiction, and also in many cases resulting in processes of social or political violence (Fernandez-Maldonado 2004; United Nations 2005a). Long-term unemployment leads young people in a process of marginalisation and social exclusion (United Nations 2004). The sustained high rates of long-term youth unemployment have a number of negative effects on societies. First, it results in countries failing to take advantage of the human resources to increase their productive potential, at a time of transition to a globalized world that inexorably demands such leaps in productive capacity. Second, it reinforces the intergenerational transmission of poverty. Third, owing to the discrepancy between more education and exposure to the mass media and fewer employment opportunities, it may encourage the spread of disruptive behaviours, recourse to illegal alternatives for generating income and the loss of basic societal values, all of which erode public safety and social capital. Fourth, it may trigger violent and intractable political conflicts. And lastly, it may exacerbate intergenerational conflicts when young people perceive a lack of opportunity and meritocracy in a system that favours adults who have less formal education and training but more wealth, power and job stability (Hopenhayn 2002). To assist in addressing youth’s skill training and employment problems this paper scrutinises useful international practices, policies, initiatives and programs targeting youth skill training, particularly in ICTs. The MENA national governments and local authorities could consider implementing similar initiative and strategies to address some of the youth employment issues. The broader aim of this paper is to investigate the successful practice and strategies for the information and communication related income generation opportunities for young people to: promote youth entrepreneurship; promote public-private partnerships; target vulnerable groups of young people; narrow digital divide; and put young people in charge. The rest of this paper is organised in five parts. First, the paper provides an overview of the literature on the knowledge economy, skill, education and training issues. Secondly, it reviews the role of ICTs for vocational skill development and employability. Thirdly, it discusses the issues surrounding the development of the digital divide. Fourthly, the paper underlines types and the importance of developing ICT initiatives targeting young people, and reviews some of the successful policy implementations on ICT-based initiatives from both developed and developing countries that offer opportunities to young people for learning, skill development and employment. Then the paper concludes by providing useful generalised recommendations for the MENA region countries and cities in: advocating possible opportunities for ICT generated employment for young people; and discussing how ICT policies could be modified and adopted to meet young people’s needs.

The differential impact of holocaust trauma across three generations

In the current thesis, the reasons for the differential impact of Holocaust trauma on Holocaust survivors, and the differential intergenerational transmission of this trauma to survivors’ children and grandchildren were explored. A model specifically related to Holocaust trauma and its transmission was developed based on trauma, family systems and attachment theories as well as theoretical and anecdotal conjecture in the Holocaust literature. The Model of the Differential Impact of Holocaust Trauma across Three Generations was tested firstly by extensive meta-analyses of the literature pertaining to the psychological health of Holocaust survivors and their descendants and secondly via analysis of empirical study data. The meta-analyses reported in this thesis represent the first conducted with research pertaining to Holocaust survivors and grandchildren of Holocaust survivors. The meta-analysis of research conducted with children of survivors is the first to include both published and unpublished research. Meta-analytic techniques such as meta-regression and sub-set meta-analyses provided new information regarding the influence of a number of unmeasured demographic variables on the psychological health of Holocaust survivors and descendants. Based on the results of the meta-analyses it was concluded that Holocaust survivors and their children and grandchildren suffer from a statistically significantly higher level or greater severity of psychological symptoms than the general population. However it was also concluded that there is statistically significant variation in psychological health within the Holocaust survivor and descendant populations. Demographic variables which may explain a substantial amount of this variation have been largely under-assessed in the literature and so an empirical study was needed to clarify the role of demographics in determining survivor and descendant mental health. A total of 124 participants took part in the empirical study conducted for this thesis with 27 Holocaust survivors, 69 children of survivors and 28 grandchildren of survivors. A worldwide recruitment process was used to obtain these participants. Among the demographic variables assessed in the empirical study, aspects of the survivors’ Holocaust trauma (namely the exact nature of their Holocaust experiences, the extent of family bereavement and their country of origin) were found to be particularly potent predictors of not only their own psychological health but continue to be strongly influential in determining the psychological health of their descendants. Further highlighting the continuing influence of the Holocaust was the finding that number of Holocaust affected ancestors was the strongest demographic predictor of grandchild of survivor psychological health. Apart from demographic variables, the current thesis considered family environment dimensions which have been hypothesised to play a role in the transmission of the traumatic impact of the Holocaust from survivors to their descendants. Within the empirical study, parent-child attachment was found to be a key determinant in the transmission of Holocaust trauma from survivors to their children and insecure parent-child attachment continues to reverberate through the generations. In addition, survivors’ communication about the Holocaust and their Holocaust experiences to their children was found to be more influential than general communication within the family. Ten case studies (derived from the empirical study data set) are also provided; five Holocaust survivors, three children of survivors and two grandchildren of survivors. These cases add further to the picture of heterogeneity of the survivor and descendant populations in both experiences and adaptations. It is concluded that the legacy of the Holocaust continues to leave its mark on both its direct survivors and their descendants. Even two generations removed, the direct and indirect effects of the Holocaust have yet to be completely nullified. Research with Holocaust survivor families serves to highlight the differential impacts of state-based trauma and the ways in which its effects continue to be felt for generations. The revised and empirically tested Model of the Differential Impact of Holocaust Trauma across Three Generations presented at the conclusion of this thesis represents a further clarification of existing trauma theories as well as the first attempt at determining the relative importance of both cognitive, interpersonal/interfamilial interaction processes and demographic variables in post-trauma psychological health and transmission of traumatic impact.

Education for social responsibility: Ethics and imagination for engaging students and teachers in educational reform

In this chapter we make assumptions about the primary role of education for the life of its beneficiaries and for society. Undoubtedly, formal education plays an important role in enhancing the likelihood for participation in future social life, including enjoyment and employment, by the student as well as the development of the well being of society in general. Similarly, education is often seen as a main means for intergenerational transmission of knowledge and culture. However, as Dewey (1916) argues, in liberal societies, education has the capacity of enhancing democratic participation in society that goes beyond passive participation by its members. One can argue that the achievement of the ideals of democracy demands a free and strong education system. In other words, while education can function as an instrument to integrate students into the present society, it also has the potential to become an instrument for its transformation by means of which citizens can develop an understanding of how their society functions and a sense of agency towards its transformation. Arguably, this is what Freire (1985) meant when he talked about the role of education to “read and write” the world. A stream of progressive educators (e.g., Apple (2004), Freire, (1985), Giroux (2001) and McLaren (2002)) taught us that the reading of the world that is capable of leading into writing the world is a critical reading; i.e., a reading that poses “Why” questions and imagines “What else can be” (Carr & Kemmis, 1987).

Children's exposure to domestic violence in Australia

Children's 'witnessing' or exposure to domestic violence has been increasingly recognised as a form of child abuse, both in Australia and internationally. Although it is difficult to accurately assess the scope of the problem, research has demonstrated that a substantial amount of domestic violence is witnessed by children. As this paper outlines, witnessing domestic violence can involve a range of incidents, ranging from the child 'only' hearing the violence, to the child being forced to participate in the violence or being used as part of a violent incident. In this paper, current knowledge about the extent of children's exposure to domestic violence in Australia is described, along with the documented impacts that this exposure can have on children. This includes psychological and behavioural impacts, health and socioeconomic impacts, and its link to the intergenerational transmission of violence and re-victimisation. Current legislative and policy initiatives are then described and some community-based programs that have been introduced in Australia to address the problem of children's exposure to domestic violence are highlighted. The paper concludes that initiatives focused on early intervention and holistic approaches to preventing and responding to children's exposure to domestic violence should be considered as part of strategies developed to address this problem.

Growing up in Affiliation with a Religious Community : A Case Study of Seventh-day Adventist Youth in Finland

This study investigates how the religious community as a socialization context affects the development of young people's religious identity and values, using Finnish Seventh-day Adventism as a context for the case study. The research problem is investigated through the following questions: (1) What aspects support the intergenerational transmission of values and tradition in religious home education? (2) What is the role of social capital and the social networks of the religious community in the religious socialization process? (3) How does the religious composition of the peer group at school (e.g., a denominational school in comparison to a mainstream school) affect these young people s social relations and choices and their religious identity (as challenged versus as reinforced by values at school)? And (4) How do the young people studied negotiate their religious values and religious membership in the diverse social contexts of the society at large? The mixed method study includes both quantitative and qualitative data sets (3 surveys: n=106 young adults, n=100 teenagers, n=55 parents; 2 sets of interviews: n=10 young adults and n=10 teenagers; and fieldwork data from youth summer camps). The results indicate that, in religious home education, the relationship between parents and children, the parental example of a personally meaningful way of life, and encouraging critical thinking in order for young people to make personalized value choices were important factors in socialization. Overall, positive experiences of the religion and the religious community were crucial in providing direction for later choices of values and affiliations. Education that was experienced as either too severe or too permissive was not regarded as a positive influence for accepting similar values and lifestyle choices to those of the parents. Furthermore, the religious community had an important influence on these young people s religious socialization in terms of the commitment to denominational values and lifestyle and in providing them with religious identity and rooting them in the social network of the denomination. The network of the religious community generated important social resources, or social capital, for both the youth and their families, involving both tangible and intangible benefits, and bridging and bonding effects. However, the study also illustrates the sometimes difficult negotiations the youth face in navigating between differentiation and belonging when there is a tension between the values of a minority group and the larger society, and one wants to and does belong to both. It also demonstrates the variety within both the majority and the minority communities in society, as well as the many different ways one can find a personally meaningful way of being an Adventist. In the light of the previous literature about socialization-in-context in an increasingly pluralistic society, the findings were examined at four levels: individual, family, community and societal. These were seen as both a nested structure and as constructing a funnel in which each broader level directs the influences that reach the narrower ones. The societal setting directs the position and operation of religious communities, families and individuals, and the influences that reach the developing children and young people are in many ways directed by societal, communal and family characteristics. These levels are by nature constantly changing, as well as being constructed of different parts, like the pieces of a jigsaw puzzle, each of which alters in significance: for some negotiations on values and memberships the parental influence may be greater, whereas for others the peer group influences are. Although agency does remain somewhat connected to others, the growing youth are gradually able to take more responsibility for their own choices and their agency plays a crucial role in the process of choosing values and group memberships. Keywords: youth, community, Adventism, socialization, values, identity negotiations

Benjamín de Tudela y los motivos del viaje : la educación del judío y el encuentro con la propia identidad a través del otro

Resumen: El presente trabajo aborda un tema concreto: el motivo u objeto con que el maestro y erudito español Benjamín de Tudela (1130-1173) abandona momentáneamente su país, España, para realizar un viaje de más de diez años por el Mediterráneo, el Asia Menor, el Medio Oriente y, aunque es menos probable, el Lejano Oriente. El corpus a considerar es su Libro de viajes (1160-1173), uno de los más completos y didácticos cuadernos de bitácora de la literatura occidental. Esta obra, que ha tenido grandes incidencias en la educación judía de siglos posteriores, es considerada hasta hoy como uno de los primeros documentos demográficos de las comunidades judías de la diáspora. Una vez identificados los motivos que impulsaron un periplo de tal calibre, procederé a analizar básicamente dos. Por un lado, la misión didáctica que él mismo se ha atribuido en consonancia con el precepto que ordena la transmisión intergeneracional de la fe y sus valores. Por otro lado, infiero un motivo que califico como de origen divino o sobrenatural, y que comparo con el viaje de Abraham desde Ur de Caldea hasta la Tierra Prometida. Para desarrollar este punto parto de un fragmento de la Biblia denominado en la tradición judía Lej lejá (Génesis XII:1-XVII:27), del que tomo los dos versículos iniciales, y aplico un análisis hecho por la licenciada y rabina Silvina Chemen con motivo del diálogo interreligioso.

Education and the dynamics of family decisions

This paper investigates the extent to which a biased transmission of educational endowments affects fertility. To this end, we devise a version of Becker’s family decision model that takes preference change into account. Specifically, we model education as an instrument that increases the autonomy (to prefer), and autonomy as an instrument of preference-change for household-structures. The empirical validity of the proposed model is examined for the European setting using the European Community Household Panel. In the context of the model, empirical findings imply the following. On the one hand, both preference for quantity and preference for bequest for each offspring (quality) increases with education, while preference for current consumption decreases. On the other hand, education is found to be negatively correlated with fertility, at a decreasing rate. Therefore, the paper provides a useful additional toolkit for public policy evaluation. It explains how public policies oriented toward the guarantee of personal freedoms, such as the expansion of education and autonomy, are likely to guarantee the same freedoms for subsequent generations.

Ciclo de vida e posição socioeconômica: contribuições sociológicas para o entendimento da relação entre desigualdade social e saúde no Brasil

Nesta tese, pretendemos investigar a relação entre ciclo de vida, posição socioeconômica e disparidades sociais no Brasil. Inicialmente, apresentamos trabalhos brasileiros e estrangeiros que descrevem associações entre a posição socioeconômica dos indivíduos e o estado de saúde. A abrangência dessa ligação levou sociólogos a sistematizarem uma elegante teoria que trata os recursos socioeconômicos como causas fundamentais do adoecimento e da mortalidade. Fazemos uma exposição relativamente detalhada dessa perspectiva. A apresentação dos dois debates estabelece a justificativa do trabalho e mapeia os espaços na literatura para os quais pretendemos contribuir. No segundo capítulo iniciamos nossa investigação, com o aprofundamento de uma dimensão tida como central no entendimento sociológico da desigualdade: classe social. Esse conceito é tido por pesquisadores, tanto vinculados à sociologia como em outras disciplinas, como uma via explicativa interessante na abordagem das disparidades sociais em saúde. No entanto, essa opinião não é consensual, e vários sociólogos contemporâneos fazem severas críticas à essa dimensão e às teorias que a balizam. Fazemos um aprofundamento nesses debates e uma reflexão sobre sua pertinência para o contexto brasileiro. Balizamos nossas conclusões através de uma investigação que mobiliza métodos e dados inéditos sobre a estrutura ocupacional brasileira. Através da investigação da validade empírica e conceitual de uma das operacionalizações de classe mais comuns na literatura internacional, a tipologia EGP, testamos como características do mercado de trabalho brasileiro se relacionam a essa dimensão. Nossos resultados, atingidos a partir de modelos log-lineares de classes latentes (latent class analysis) mostram que as particularidades do mercado de trabalho brasileiro são importantes na consideração sobre essa variável, mas não inviabilizam sua utilização. Munidos desse resultado, partimos para o último capítulo do trabalho. Nele, aprofundamos a discussão sobre desigualdade e saúde através da apresentação de teorias sobre o ciclo de vida, que informam dois debates específicos que investigamos empiricamente. O primeiro deles diz respeito à acumulação de vantagens e desvantagens ao longo do ciclo de vida e a estruturação das disparidades sociais em saúde. O segundo diz respeito à transmissão intergeracional da desigualdade e a desigualdade em saúde. Apresentamos essas correntes teóricas, que inspiram a elaboração de nossas hipóteses. Junto a elas, adicionamos uma outra hipótese inspirada nas discussões apresentadas nos capítulos anteriores. Nossos resultados demonstram a relevância de abordagens sociológicas para o estudo da desigualdade em saúde. Mostramos como nível educacional e idade interagem na estruturação das disparidades sociais em saúde, evidências indiretas de como as trajetórias sociais proporcionadas pela educação expõe indivíduos a condições que os expõe sua saúde a diferentes tipos de desgaste. Igualmente, mostramos evidências que apontam para como etapas relacionadas à infância e adolescência dos indivíduos têm efeitos sobre seu estado de saúde contemporâneo. Por fim, refletimos sobre os limites da variável de classe para o entendimento da estruturação das disparidades sociais em saúde no Brasil.

Empatia e trajetórias de desenvolvimento em famílias de jovens do Rio de Janeiro

A empatia, definida como a habilidade de compartilhar, compreender e de expressar o entendimento dos pensamentos e sentimentos dos outros, tem sido amplamente estudada. As trajetórias de desenvolvimento, que representam os diversos caminhos que o desenvolvimento do self pode tomar, também têm sido amplamente estudadas por pesquisadores transculturais, geralmente em contextos prototípicos e envolvendo três modelos de desenvolvimento do self: autonomia, interdependência e autonomia relacionada. Estudos anteriores mostraram que os participantes do Rio de Janeiro tendem para a autonomia relacionada, equlibrando características autônomas e relacionais, que são parte do nosso ambiente sociocultural, no qual habilidades sociais, como a empatia, são requeridas. O desenvolvimento da empatia pode ser relacionado à demanda ambiental por comportamentos, de acordo com aspectos sociodemográficos e valores compartilhados. Esta tese visa apresentar dados de 106 famílias do Rio de Janeiro: pai (idade média M = 51,6 anos), mãe (idade média M = 48,3 anos) e seus filhos jovens (17-25 anos, idade média M = 20,9 anos, 67,9% mulheres). A maioria dos pais, mães e dos filhos tinham Ensino Superior incompleto ou acima. Este estudo objetivou investigar a relação entre empatia e os modelos de desenvolvimento de self e a transmissão transgeracional em contexto não prototípico. O Inventário de Empatia de Falcone e colaboradores (IE) foi utilizado para avaliar a empatia. As Escalas de Desenvolvimento do Self de Kağitçibaşi (EDS), (Self Autônomo (AutS), Self Interdependente (IntS) de Self Autônomo-Relacionado (ARS)) foram utilizadas para avaliar o modelo de desenvolvimento do self. Filhos também responderam quantas horas semanais conviviam com pais e mães. Testes t pareados mostraram, como esperado, que os escores de ARS foram os mais altos para todos os participantes. Correlações de Pearson foram feitas entre os escores de IE e EDS de ambos os pais e filhos. Os escores de ARS de pais, mães e filhos correlacionaram-se positivamente, assim como seus escores de IE. Examinando entre instrumentos, para pais e filhos, altos escores em ARS foram correlacionados a altos escores de IE. O tempo de convívio relatado entre pais e filhos correlacionou-se com IntS e IE dos pais. Para testar o modelo teórico proposto de ARS de pais e mães e dos filhos e a empatia de ambos os pais como preditores da empatia dos filhos, análises de regressão foram utilizadas. A empatia dos pais e das mães previu, separadamente, a empatia dos filhos, mas não em conjunto. Nenhum dos escores ARS dos participantes previu o IE dos filhos. Estes resultados favorecem a hipótese da prevalência de selves autônomo-relacionados no Rio de Janeiro. Pais, mães e filhos mostraram similaridades e tiveram relações importantes entre seus escores de EDS, assim como para o IE. Apesar de o modelo com todos juntos não ter sido significativo, separadamente o IE de pais e de mães predisse o IE dos filhos. Este resultado sugere que a empatia parental pode ter algum efeito sobre a dos filhos jovens, mas não o modelo parental de desenvolvimento do self, inesperadamente. De modo interessante, os pais apresentaram um papel importante no desenvolvimento de seus filhos

Understanding Parental Influence on Educational Outcomes Among 9 Year Olds in Ireland: The Mediating Role of Resources, Attitudes and Children's Own Perspectives

The relationship between parental background and children's educational outcomes has been a dominant theme within the sociology of education. There has been an on-going debate as to the relative merits of explanations which focus on the role of socio-cultural reproduction and those which focus on rational choice. However, many empirical studies within the social stratification tradition fail to allow for children's own agency in shaping the relationship between social background and schooling outcomes. This paper draws on the first wave of a large-scale longitudinal study of over 8,000 nine-year-old children in Ireland, which combines information from parents, school principals, teachers and children themselves. Both social class and parental education are found to have significant effects on reading and mathematics test scores among nine year olds. These effects are partly mediated by home-based educational resources and activities, parents' educational expectations for their child, and parents' formal involvement in the school. More importantly, children's own engagement with, and attitudes to, school significantly influence their academic performance. The influence of children's own attitudes and actions can thus reinforce or mitigate the effect of social background factors. The analysis therefore provides a bridge between the large body of research on the intergenerational transmission of inequality and the emerging research and policy literature on children's rights.

Children drawing their own conclusions: Children’s perceptions of a ‘post-conflict’ society

In societies emerging from conflict/war, sustained occurrence of violence appears to be a common feature. In Northern Ireland, while incidents of violent deaths and injuries specifically related to the political conflict have decreased dramatically since 1998, regular riots and paramilitary activity confirm continuing division and conflict. The study described here explored children’s perceptions of their own lives and their predecessors’ lives in the country, through a draw-and-tell technique (n=179). While multiple positive elements of peace/hope were depicted by the majority of children, especially in the pictures portraying the present, negative elements and violent references mostly appeared in the pictures representing the past. Violence was more likely to be portrayed by boys, older children, and those attending segregated education.

Language shifting among the Hodenosaunee of Southern Ontario : Edwaenagé: tsgó -- Shogwaya> dihs> oh nidwawenó :de: shogwá:wi: tsáhohwejáda:t

Through aggressive legislative and educational policies Indigenous languages globally have been shifted to the language of the dominant society. Globalization has brought previously geo-politically and/or geo-linguistically isolated people and language . groups into close proximity that necessitated interaction and at times intense power struggles. There are currently approximately 6,000 spoken languages in the world, more than half are either endangered, dying or disappearing altogether. Canadian statistics reveal an overall 3 % decline in the intergenerational transmission of language. Of the original 60 Indigenous languages spoken in Canada, 8 are extinct, 13 are nearly extinct, and 23 are critical. The remaining languages have a slim chance of survival. Within the next 100 years only 4 Indigenous languages will remain. The Hodenosaunee languages of Southern Ontario are not incl~ded among the list of languages that will survive the next 100 years. There are, without a doubt, complex challenges in the maintenance of Indigenous languages within a dominant-culture influenced environment. Given the increasing awareness of the social impact of linguistic integrity and preservation of languages on Indigenous people as a whole, this study considers how language is currently being used; the social, economic, and political implications of language shifting; the need to shift our social consciousness in order to understand the urgency in privileging our Hodenosaunee languages; as well as ways in which we might achieve those goals as individuals, as families, and as a community.

Impact du passé criminel des parents sur les comportements délinquants d’une cohorte d’adolescents suivis depuis la maternelle

Selon plusieurs études, il y aurait une certaine association des comportements déviants à travers le temps et à travers les générations. Peu importe l’angle d’analyse, le fait que la délinquance soit liée d’une génération à une autre semble confirmé par plusieurs recherches empiriques. Cela étant dit, cette étude met à l’épreuve le modèle suggérant un lien intergénérationnel entre les comportements délinquants des adolescents et de leurs parents. En utilisant des données longitudinales recueillies auprès de 1037 garçons provenant de quartiers défavorisés d’une grande ville canadienne, nous examinons les comportements violents et les comportements de vol de ces adolescents alors qu’ils étaient âgés entre 11 et 17 ans tout en examinant l’effet du passé criminel de la mère et du père. Par la suite, diverses variables médiatrices familiales telles que la supervision inadéquate des parents, la punition erratique des parents et l’attachement à la famille sont ajoutées aux modèles pour évaluer leur part explicative dans cette association statistique. En réalisant deux modèles multiniveaux paramétriques, soit un pour chaque type de délinquance, les résultats de l’analyse permettent de constater d’une part, qu’un lien est observé entre les comportements violents des garçons et la présence d’un dossier criminel chez la mère et d’autre part, que la criminalité du père n’est pas associée aux comportements délinquants des garçons. Également, bien que la supervision parentale explique légèrement ce lien, les facteurs familiaux inclus dans l’analyse ne parviennent pas à expliquer en totalité cette relation entre la criminalité de la mère et les comportements délinquants de leurs garçons. Enfin, bien que la puissance statistique des données limite partiellement les conclusions générales, nous discutons des implications théoriques de ces résultats.