Annelies Kamp
Datos Biográficos
| ID | 3685263 |
|---|---|
| NOMBRE | Annelies Kamp |
| NOMBRES | Annelies |
| APELLIDO | Kamp |
| FIRMA | KAMP A |
| AFILIACIONES | University of Canterbury |
| ORCID | 0000-0002-9442-0908 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 12 |
| TOTAL DE CITAS | 18 |
| TOTAL COMO AUTOR | 12 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2007 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 2 |
Exploring international students' perspectives on being ‘international’
International student mobility has garnered significant attention in higher education research. Despite this attention, a fundamental question persists in the field: What does it mean to be an ‘international student’, as perceived by the students themselves? This article presents the findings of a phenomenological qualitative study to delve into the lived experiences of 12 undergraduate students from one university in Aotearoa New Zealand, focusi…
Working with complexity
Inter-school networks have been promoted in many school systems globally to facilitate: knowledge generation and dissemination; responsiveness to increasingly diverse student and societal needs; and emotional and practical peer support for educational professionals. In understanding contemporary education as a ‘wicked’ problem, this paper explores case studies of inter-school networks in Aotearoa New Zealand (New Zealand) and England through the …
Being ANTish in Aotearoa New Zealand
This article takes up an ANTian sensibility to explore the enactment of a policy for educational collaboration in one region in the South Island of Aotearoa New Zealand (New Zealand). The case offers potential for considering the benefits of a sociology of associations (Latour 2005/2007): a Treaty-based bicultural nation, school atomisation consequential to a decades-long 'system' of self-managing schools, and geological actors in the form of dam…
Back in School
Transition(s) to work
Whilst disability policy in Ireland has advanced in recent years, the under-representation of people with a disability in the workforce continues to be a social and economic challenge. Education and training have been identified as critical factors enabling a move into paid employment yet little is known, in an Irish context, as to the experiences of people living with disabilities as they transition into work. This qualitative study explores the…
Performing mundane materiality
Social capital is a puzzling actor; made real by its allies. It has been ‘out-there’ in the form of scientific publications for decades. Although some characteristics are common to all elaborations of this theory (networks, trust, and norms), there remains confusion in determining a ‘coherent concept’ of social capital. In this paper, we make use of such ‘incoherence gap’ to open an experimental theoretical and, subsequently, analytical space. Ba…
Assembling the actors
This paper presents insights into the leadership implications of recent shifts in a range of policy contexts towards notions of collaboration and partnership. The paper draws on empirical research into the formation and operation of government instituted networks in the context of education in Victoria, Australia. From 2001, School Networks and Local Learning and Employment Networks (LLEN) were implemented by the state government to support young…
A Critical Youth Studies for the 21st Century
In contemporary Western societies, the years between childhood and young adulthood are commonly understood to be (trans)formative in the reflexive project of sexual self-making (Russell et al. 2012). As sexual subjects in the making, youthful bodies, desires and sexual activities are often perceived as both volatile and vulnerable, thus subjected to instruction and discipline, protection and surveillance. Accordingly, young peoples sexual proximi…
Once were young
Adults are the ones who do the social science that takes young people as its object. In this paper, we draw on empirical research, social theory, our background in Youth Studies and, for one of us, experiential knowledge as a ‘former’ teenage parent to trouble the practice of social science, in general, and Youth Studies, in particular. Using teenage pregnancy and parenting as a lens, the paper explores what it might mean to work at/on the limits…
Constructing inclusive education in a neo‐liberal context
School systems are a major social change agent capable of challenging social inequalities and economic disadvantages. Yet, while schools in Australia are being confronted with increasingly culturally diverse populations as well as an increasing focus on student retention, this transformative role is increasingly being played out in a broader educational context that has been found to replicate rather than challenge patterns of social inequality. …
Capitals and commitment
This article draws on research undertaken with a Local Learning and Employment Network (LLEN) in the state of Victoria, Australia. LLEN are networks that were implemented by the state government in 2001 to undertake community capacity building through which the outcomes of young people aged 15–19 in education, training and employment would be enhanced. In 2008, in the context of an enhanced federal commitment to social inclusion through ‘joining-…
Structural Deficiency or Cultural Racism
This paper discusses the cultural, attitudinal and structural factors that impact upon the social experiences and educational achievements of Arabic‐speaking background (ASB) students in three Melbourne secondary schools with high levels of cultural and linguistic diversity. The paper makes the case for and then outlines a multidimensional approach to multicultural education to better integrate ASB students and their families into the schooling e…
Structural Deficiency or Cultural Racism
This paper discusses the cultural, attitudinal and structural factors that impact upon the social experiences and educational achievements of Arabic‐speaking background (ASB) students in three Melbourne secondary schools with high levels of cultural and linguistic diversity. The paper makes the case for and then outlines a multidimensional approach to multicultural education to better integrate ASB students and their families into the schooling e…
Once were young
Adults are the ones who do the social science that takes young people as its object. In this paper, we draw on empirical research, social theory, our background in Youth Studies and, for one of us, experiential knowledge as a ‘former’ teenage parent to trouble the practice of social science, in general, and Youth Studies, in particular. Using teenage pregnancy and parenting as a lens, the paper explores what it might mean to work at/on the limits…
Performing mundane materiality
Social capital is a puzzling actor; made real by its allies. It has been ‘out-there’ in the form of scientific publications for decades. Although some characteristics are common to all elaborations of this theory (networks, trust, and norms), there remains confusion in determining a ‘coherent concept’ of social capital. In this paper, we make use of such ‘incoherence gap’ to open an experimental theoretical and, subsequently, analytical space. Ba…
Assembling the actors
This paper presents insights into the leadership implications of recent shifts in a range of policy contexts towards notions of collaboration and partnership. The paper draws on empirical research into the formation and operation of government instituted networks in the context of education in Victoria, Australia. From 2001, School Networks and Local Learning and Employment Networks (LLEN) were implemented by the state government to support young…
Capitals and commitment
This article draws on research undertaken with a Local Learning and Employment Network (LLEN) in the state of Victoria, Australia. LLEN are networks that were implemented by the state government in 2001 to undertake community capacity building through which the outcomes of young people aged 15–19 in education, training and employment would be enhanced. In 2008, in the context of an enhanced federal commitment to social inclusion through ‘joining-…
Back in School
Transition(s) to work
Whilst disability policy in Ireland has advanced in recent years, the under-representation of people with a disability in the workforce continues to be a social and economic challenge. Education and training have been identified as critical factors enabling a move into paid employment yet little is known, in an Irish context, as to the experiences of people living with disabilities as they transition into work. This qualitative study explores the…
Constructing inclusive education in a neo‐liberal context
School systems are a major social change agent capable of challenging social inequalities and economic disadvantages. Yet, while schools in Australia are being confronted with increasingly culturally diverse populations as well as an increasing focus on student retention, this transformative role is increasingly being played out in a broader educational context that has been found to replicate rather than challenge patterns of social inequality. …
Structural Deficiency or Cultural Racism
This paper discusses the cultural, attitudinal and structural factors that impact upon the social experiences and educational achievements of Arabic‐speaking background (ASB) students in three Melbourne secondary schools with high levels of cultural and linguistic diversity. The paper makes the case for and then outlines a multidimensional approach to multicultural education to better integrate ASB students and their families into the schooling e…
Capitals and commitment
This article draws on research undertaken with a Local Learning and Employment Network (LLEN) in the state of Victoria, Australia. LLEN are networks that were implemented by the state government in 2001 to undertake community capacity building through which the outcomes of young people aged 15–19 in education, training and employment would be enhanced. In 2008, in the context of an enhanced federal commitment to social inclusion through ‘joining-…
Constructing inclusive education in a neo‐liberal context
School systems are a major social change agent capable of challenging social inequalities and economic disadvantages. Yet, while schools in Australia are being confronted with increasingly culturally diverse populations as well as an increasing focus on student retention, this transformative role is increasingly being played out in a broader educational context that has been found to replicate rather than challenge patterns of social inequality. …
Once were young
Adults are the ones who do the social science that takes young people as its object. In this paper, we draw on empirical research, social theory, our background in Youth Studies and, for one of us, experiential knowledge as a ‘former’ teenage parent to trouble the practice of social science, in general, and Youth Studies, in particular. Using teenage pregnancy and parenting as a lens, the paper explores what it might mean to work at/on the limits…
A Critical Youth Studies for the 21st Century
In contemporary Western societies, the years between childhood and young adulthood are commonly understood to be (trans)formative in the reflexive project of sexual self-making (Russell et al. 2012). As sexual subjects in the making, youthful bodies, desires and sexual activities are often perceived as both volatile and vulnerable, thus subjected to instruction and discipline, protection and surveillance. Accordingly, young peoples sexual proximi…
Assembling the actors
This paper presents insights into the leadership implications of recent shifts in a range of policy contexts towards notions of collaboration and partnership. The paper draws on empirical research into the formation and operation of government instituted networks in the context of education in Victoria, Australia. From 2001, School Networks and Local Learning and Employment Networks (LLEN) were implemented by the state government to support young…
Transition(s) to work
Whilst disability policy in Ireland has advanced in recent years, the under-representation of people with a disability in the workforce continues to be a social and economic challenge. Education and training have been identified as critical factors enabling a move into paid employment yet little is known, in an Irish context, as to the experiences of people living with disabilities as they transition into work. This qualitative study explores the…
Performing mundane materiality
Social capital is a puzzling actor; made real by its allies. It has been ‘out-there’ in the form of scientific publications for decades. Although some characteristics are common to all elaborations of this theory (networks, trust, and norms), there remains confusion in determining a ‘coherent concept’ of social capital. In this paper, we make use of such ‘incoherence gap’ to open an experimental theoretical and, subsequently, analytical space. Ba…
Back in School
Being ANTish in Aotearoa New Zealand
This article takes up an ANTian sensibility to explore the enactment of a policy for educational collaboration in one region in the South Island of Aotearoa New Zealand (New Zealand). The case offers potential for considering the benefits of a sociology of associations (Latour 2005/2007): a Treaty-based bicultural nation, school atomisation consequential to a decades-long 'system' of self-managing schools, and geological actors in the form of dam…
Working with complexity
Inter-school networks have been promoted in many school systems globally to facilitate: knowledge generation and dissemination; responsiveness to increasingly diverse student and societal needs; and emotional and practical peer support for educational professionals. In understanding contemporary education as a ‘wicked’ problem, this paper explores case studies of inter-school networks in Aotearoa New Zealand (New Zealand) and England through the …
Exploring international students' perspectives on being ‘international’
International student mobility has garnered significant attention in higher education research. Despite this attention, a fundamental question persists in the field: What does it mean to be an ‘international student’, as perceived by the students themselves? This article presents the findings of a phenomenological qualitative study to delve into the lived experiences of 12 undergraduate students from one university in Aotearoa New Zealand, focusi…
Sociology (12 obras) · Political science (9 obras) · Social science (7 obras) · Public relations (6 obras) · Gender Studies (5 obras) · Law (4 obras) · Pedagogy (4 obras) · Psychology (4 obras) · Youth Education and Societal Dynamics (4 obras) · Education Systems and Policy (3 obras)