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      The Vulnerability of Young Refugees Living in Reception Centres in Luxembourg: An Overview of Conditions and Experiences across Subjective Temporal Imaginaries

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      Social Sciences
      MDPI AG

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          Abstract

          Vulnerability has become a key concept in discourses and policies on international protection and reception of refugees. In this context, the notion has been described as a tool to provide special provisions to groups at higher risk or one to perpetuate political agendas within increasingly hostile reception systems. However, vulnerability as an analytical concept has received less attention, with both policymakers and scholars often employing different conceptualisations of vulnerability or treating it as a self-explanatory condition. Building on a previous conceptual elaboration, this paper sets out to apply an understanding of vulnerability as multi-layered, dynamic and embedded in a study of the lived experiences of a group of potentially ‘vulnerable’ migrants, based on ‘fixed’ contextual criteria. Drawing from in-depth interviews with young adults who obtained refugee status in Luxembourg but still live in ‘temporary’ reception centres, this paper provides a wide analytical overview of the conditions of vulnerability encountered by this specific group of migrants, in the process of building their lives in a new country. Following the participants’ subjective temporal imaginaries of past, present and future, the analysis highlights and problematises conditions of structural, situational and experiential vulnerability emerging from their accounts and experiences, and discusses their possible implications.

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          What Is Agency?

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            Qualitative Content Analysis

            The article describes an approach of systematic, rule guided qualitative text analysis, which tries to preserve some methodological strengths of quantitative content analysis and widen them to a concept of qualitative procedure. First the development of content analysis is delineated and the basic principles are explained (units of analysis, step models, working with categories, validity and reliability). Then the central procedures of qualitative content analysis, inductive development of categories and deductive application of categories, are worked out. The possibilities of computer programs in supporting those qualitative steps of analysis are shown and the possibilities and limits of the approach are discussed. URN: urn:nbn:de:0114-fqs0002204 Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, Vol 1, No 2 (2000): Qualitative Methods in Various Disciplines I: Psychology
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              The life course as developmental theory.

              The pioneering longitudinal studies of child development (all launched in the 1920s and 1930s) were extended well beyond childhood. Indeed, they eventually followed their young study members up to the middle years and later life. In doing so, they generated issues that could not be addressed satisfactorily by available theories. These include the recognition that individual lives are influenced by their ever-changing historical context, that the study of human lives calls for new ways of thinking about their pattern and dynamic, and that concepts of human development should apply to processes across the life span. Life course theory has evolved since the 1960s through programmatic efforts to address such issues.
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                Author and article information

                Contributors
                (View ORCID Profile)
                Journal
                Social Sciences
                Social Sciences
                MDPI AG
                2076-0760
                February 2023
                February 14 2023
                : 12
                : 2
                : 102
                Article
                10.3390/socsci12020102
                edf9ebc3-df9a-4eb3-a831-322aa3a1c775
                © 2023

                https://creativecommons.org/licenses/by/4.0/

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