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Social Justice and Youth Transitions: Understanding Young People’s Lives in Rural Andhra Pradesh and Ethiopia

This chapter draws on research with young people in Andhra Pradesh, India, and Ethiopia, to explore the role of place in the reproduction of social inequalities.  The chapter has two aims: first, to shift the focus away from urban-centric assumptions that tend to dominate the study of youth transitions, and second, to contest traditional conceptualizations of youth transition found in much global policy discourse.

Social Justice and Youth Transitions: Understanding Young People’s Lives in Rural Andhra Pradesh and Ethiopia

This chapter draws on research with young people in Andhra Pradesh, India, and Ethiopia, to explore the role of place in the reproduction of social inequalities.  The chapter has two aims: first, to shift the focus away from urban-centric assumptions that tend to dominate the study of youth transitions, and second, to contest traditional conceptualizations of youth transition found in much global policy discourse.

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Global standards miss the nuance in local child labour
Global standards miss the nuance in local child labour
Global standards miss the nuance in local child labour
Global standards miss the nuance in local child labour

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Learning Environments in Andhra Pradesh

There is a growing realisation that good-quality education can only be assured if both the academic and the social and emotional developmental needs of learners are met within schools. This study investigates the relationship, at primary school level, between a child's beliefs about their ability to perform academic tasks i.e. 'academic self-concept' and achievement in mathematics, as well as between academic self-concept and aspects of the observed classroom environment.

Learning Environments in Andhra Pradesh

There is a growing realisation that good-quality education can only be assured if both the academic and the social and emotional developmental needs of learners are met within schools. This study investigates the relationship, at primary school level, between a child's beliefs about their ability to perform academic tasks i.e. 'academic self-concept' and achievement in mathematics, as well as between academic self-concept and aspects of the observed classroom environment.

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“I do not like my school, since the teachers beat me badly”: how corporal punishment makes children feel
“I do not like my school, since the teachers beat me badly”: how corporal punishment makes children feel
Inequality starts at a young age
Inequality starts at a young age
Guest blog: 10 Recommendations on how to advance equity for children in the SDGs
Guest blog: 10 Recommendations on how to advance equity for children in the SDGs

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Exploring Children’s Experiences of Work in Ethiopia: A Guide for Child-focused Research

This document is the research manual that guided qualitative data collection as part of a sub-study within Young Lives on ‘Stimulating evidence-based approaches to child work/labour in Ethiopia’, one of a wider set of activities exploring the role of research in improving policy and practice in Ethiopia.

Exploring Children’s Experiences of Work in Ethiopia: A Guide for Child-focused Research

This document is the research manual that guided qualitative data collection as part of a sub-study within Young Lives on ‘Stimulating evidence-based approaches to child work/labour in Ethiopia’, one of a wider set of activities exploring the role of research in improving policy and practice in Ethiopia.

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Do children and young people have a place in International Workers' Day?
Do children and young people have a place in International Workers' Day?

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Children's Experience of Multidimensional Deprivation

Using longitudinal data set from Young Lives, this paper aims to measure multidimensional childhood deprivation in the state of Andhra Pradesh, India. In this paper we employ Alkire and Foster (2011) counting approach to estimate multidimensional childhood deprivation. We use household and child related data of 975 children in two different age points (12 and 15 year) and seek to establish the fact that childhood deprivation is not confined only to monetary poor households.

Children's Experience of Multidimensional Deprivation

Using longitudinal data set from Young Lives, this paper aims to measure multidimensional childhood deprivation in the state of Andhra Pradesh, India. In this paper we employ Alkire and Foster (2011) counting approach to estimate multidimensional childhood deprivation. We use household and child related data of 975 children in two different age points (12 and 15 year) and seek to establish the fact that childhood deprivation is not confined only to monetary poor households.

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