141 EIGHT Communication Case study: Joseph’s story Joseph (Respondent 5) is 18 years old, he was aged 9–12 when his parents separated. Having viewed the PSV he thought that it was realistic and said that it showed some of how he felt when his parents separated. He found out that they were separating at the time of his father leaving and was told what was happening by his mother. After separation he lived with his mother and sisters. Apart from no longer living with his father there was no change in his living arrangements or the school he attended. When
Even after 20 years of children’s rights and new thinking about childhood, children are still frequently seen as apolitical. All over the world there has been a growing emphasis on ‘participation’, but much of this is adult-led, and spaces for children’s individual and collective autonomy are limited. “Children, politics and communication” questions many of the conventional ways in which children are perceived.
It focuses on the politics of children’s communication, in two senses: children as political actors, and the micropolitics of children’s interaction with each other and with adults. It looks at how children and young people communicate and engage, how they organise themselves and their lives, and how they deal with conflict in their relationships and the world around them. These are children at the margins, in various ways, but they are not victims; they are finding ways to take charge of their own lives.
The book is also about adults and how they can interact with children and young people in ways that are sensitive to children’s feelings, empowering and supportive of their attempts to be autonomous. With international contributions from a range of disciplines, “Children, politics and communication” is timely and relevant for policy makers, practitioners and researchers engaging with children and young people.
89 FIVE Communication Introduction Communication is central to the development of a truly person-centred approach to dementia care. In this chapter we consider four main aspects of communication – communication with: • people with dementia; • carers; • colleagues; • the public. Written communication and advocacy are important issues that we also examine in this chapter. Communication is one of the most exciting areas of dementia care in which new developments are happening at a rapid pace. Communicating with people with dementia Even as late as the 1980s it was
83 Contracts as communication FIVE Contracts as communication The discursive openings from Macneil, Macaulay and Collins should be seen as fundamental rather than as a supplement to a dilapidated legal theory. First of all, contracts should be seen as a particular form of communication – communication is not an aspect of contract. Rather, contracts represent a particular way to communicate among other ways, with their own form and logic. Second, contracts cannot be presumed to be legalised exchanges. As Macaulay has already shown, contracts do not
3 Listening, learning, steering: new governance, communication and interactive policy formation Michael Crozier Western political systems have undergone significant shifts in recent decades. In the era of post-war mass democracy governments governed and political communication informed. Now, however, governance includes non-government as well as government actors, and a communications dynamic pervades the entire political system. This article examines the integration of governance and communication, conceptualising the interactive strategies associated with
A book on queer themes and science communication is timely, if not well overdue.
LGBTIQA+ people have unique contributions to make and issues to meet through science communication. So, bringing ‘queer’ and ‘science communication’ together is an important step for queer protest, liberation, and visibility.
This collection examines the place of queer people within science communication and asks what it means for the field to ‘queer’ science communication practice, theory and research agendas.
Written by leading names in the field, it offers concrete examples for academics, students and practitioners who strive to foster radical inclusivity and equity in science communication.
1 Part one: Communication barriers Introduction In recent years, with growing realisation of the extent of cultural and language variation among minority ethnic users of the health service, it has also been acknowledged that viewpoints of minority ethnic patients have not been well understood, and that in some situations their needs are not met adequately (Vydelingum, 2000, p 100; Gerrish, 2001). Within this context, the specific communication needs of patients who are not fluent in English need to be identified and addressed. As was noted in the
167 EIGHT Responsible communication One of the key pillars of democratic governance is the openness with which people can access and discuss information relevant to considering matters that concern them all. But it is often misrepresented as the freedom to say or show anything, in any manner whatsoever. Consequently, this freedom has been invoked as a licence for irresponsible communication, undermining objective deliberations and casting a shadow over the prospect of citizens attaining a shared understanding of what they should do as a group. In this
Policy and Politics, Vol. 10 No.2 (1982), 139-161 139 COMMUNICATION, CO-ORDINATION AND IMPLEMENTATION Jaqi Nixon Positive action on any policy pre-supposes the acquisition of certain knowledge and information upon which it can be based. Moreover, how people communicate their own views on a particular policy, how they interpret its objectives and what degree of interest they express in it, are all important in determining the final outcome: identifying priorities and making recommendations for action indicate that someone's views and values have become solidified
the experience of using art as a tool in social work practice, we can imagine that art as an activity can benefit children and adolescents who experience little inclusion and participation in their immediate environment. In this article, we explore how children’s participation in a painting workshop can provide a space for communication and social interaction in their upbringing environment. The discussion is based on research with a group of children who attended a painting workshop over four days, using a method developed by the Peacepainting (PP) organisation
