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The staccato rhythms of experiential time remain obscured in much of the literature on participatory research, where time is treated as a reassuring constant – a backdrop for human activity. This article addresses the discordances between lived temporalities and existing theorisations of participatory methodologies. It takes participatory research with lone child migrants as a particularly rich case to think with, given the proliferation of contradictory and often punitive applications of time these young people encounter in their interactions with migration and welfare regimes. The core argument developed is that unless temporality is given due theoretical and methodological attention, aims of contesting and unsettling inequities through participatory research will have limited success and can wind up reproducing exclusions and oppressions. In response to these critiques, the paper temporalizes participatory research through three reconstructions: working with and against time, de-centring shared time and collectivising the time of participatory research. [ABSTRACT FROM AUTHOR]

Australian schools have positioned themselves as places where young people are able to develop cultural and social capital as well as develop their sense of belonging. By exploring Australia's federal and state policies, this paper provides insight into the educational structures which shape migrant and refugee youths' educational experiences. This paper draws from Bourdieu's concepts of habitus, field and capital to theorize school belonging and interrogate the existing Australian literature to provide further insight into how Australian schools create spaces for newly arrived young people to belong. In particular, this review of literature explores how social actors within the field of education, such as school leaders, educators and peers, provide support and create inclusive environments for newly arrived migrant and refugee children in New Arrival Programmes and mainstream schools alike. This paper argues that schools, and teachers more specifically, must disrupt their current ways of thinking and doing to provide inclusive learning environments which build cultural and social capital and create a sense of belonging for newly arrived migrant and refugee youths. [ABSTRACT FROM AUTHOR]

In the aftermath of 11 September 2001 attack, there was increased security concern in relation to border entry of refugee claimants. Subsequent to this event, several new measures were implemented to enhance the control mechanisms to reduce the threat of terrorism. In light of the close link between refugee and security concerns, especially in relation to the fear of terrorism, this paper examines the consequences of 9/11 on the conceptualization of security and implications for refugees and migrants from Venezuela, assesses the consequences of hosting refugees by neighbouring countries of Venezuela and investigates and proffers solutions in reconciling State security and refugee security. [ABSTRACT FROM AUTHOR]

Home and belonging are emerging areas of social work research. Very few studies in the social work discipline critically examine how home is broadly experienced or understood. Whilst the notion of home is contested, social work researchers can explore meanings of home in their quest to understand how social workers can contribute to developing a sense of community and belonging. This article presents the findings of an intersectional qualitative study that explored meanings of home in a capital city of Australia, drawing implications for social work. A thematic analysis of 13 semi-structured interviews found that home was experienced as both a material and emotional place. Home was associated with (1) the material security of housing, including homeownership and the safety of suburbs and neighbourhoods; (2) a connection to multiple homes and the making of home in migration, such as when re-settling in a new country; (3) belonging to a family, including emotional connections to lost family members or acknowledging a supportive family and (4) religious, ethnic and cultural self-expression. This paper argues that researching meanings of home is relevant to social work as a discipline that espouses human rights and social justice because a sense of home is central to the politics of belonging to a safe community and society. [ABSTRACT FROM AUTHOR]