Browsing by Author "Sallah, Momodou"
Now showing 1 - 20 of 29
Results Per Page
Sort Options
Item Embargo #Backwaysolutions #Candleofhope: Global Youth Works approaches to challenging irregular migration in Sub-Saharan Africa(2018) Sallah, MomodouHundreds of thousands of people, young people mostly from Sub-Saharan Africa, attempt to escape the “horrendous situations” they live in, in search of greener pastures. There are significant push and pull factors that catalyse into fatalities that occur from the dangerous routes taken to get into Europe, some evidenced by the news, showing videos of migrant boats capsizing in the Mediterranean or Atlantic Ocean, on a regular basis. This method of travel is known as the “Backway”. During the journey from Sub-Saharan Africa to Mainland Europe, via Libya, not only do many young people lose their lives, but there are many increasing heart-breaking stories of these young people being sold as slaves in open markets in Libya for a price of 200 – 500 dollars; subjected to sexual abuse, kidnapping, and even reports of being used for organ transplants. This chapter is an opportunity to contribute to the dearth of African literature in this field. It responds to an invitation to contribute knowledge, especially in linking Global Youth Work Theory and social action. In presenting this case study of how Global Hands has worked with its partners to utilise the pedagogic tool of Global Youth Work (GYW) in order to provoke consciousness about this sorry state of affairs; and support disruptive action that challenges and finds solutions for the destructive trend of irregular “backway” migration to Sub-Saharan Africa. In doing this, we hope to highlight the agentic forces of some African youths and present a counter-narrative to dominant configurations of ways of knowing and being.Item Metadata only Barriers facing young muslims in accessing mainstream provision in Leicester.(Common Ground, 2007-06-01) Sallah, MomodouItem Metadata only Black young people in the UK: Charting the tensions of relativism and dogmatism in praxis.(Council of Europe, 2008) Sallah, MomodouItem Metadata only Conceptual and pedagogical approaches to the global dimension of youth work in British higher education institutions.(Trentham Books, 2009-06) Sallah, MomodouGlobal youth work (GYW) may be considered as encompassing forms of education with young people which are variously referred to as development education, global citizenship, education for sustainable development, and humanitarian education amongst others. This article reports on primary research in relation to how GYW is conceptualised and addressed in those Higher Education Institutions (HEIs) that deliver youth and community work qualifications across the UK. The research reports specifically on perceived issues of pedagogy, and asks what skills, knowledge and resources are required to deliver an effective curriculum. The article further explores to what extent HEIs are meeting the needs of the field in regards to addressing a global dimension. The research was based on semi-structured interviews with 43 programme/module leaders in HEIs across Britain, 28 recent youth and community development (YCD) graduates and a focus group comprised of 11 representatives of leading international nongovernmental organisations, HEIs and statutory organisations involved in the delivery of GYW. The research concludes that the conceptualisation of and importance attached to global youth work varies greatly both between and within HEIs. The extent to which current YCD students are enabled to ‘think globally and act locally’may be subject to the vagaries of particular tutors’ interests. In addition, there is no definitive agreement as to whether lecturers need additional skills to deliver effective GYW training. There is agreement, however, that there is a need for the development of suitable GYW curricula and appropriate learning resources within HEIs delivering youth and community work courses.Item Metadata only Dawn of a new Europe: Addressing "Otherness".(Trentham Books, 2009) Sallah, MomodouItem Metadata only Developing global literacy and competence in youth work.(Learning Matters, 2010) Sallah, MomodouItem Metadata only Developing intercultural competence in Europe: the challenges.(Routledge, 2011) Hoskins, Bryony; Sallah, MomodouItem Metadata only The Dictator and the Heretic(Global Hands Publishing, 2018-10-15) Sallah, MomodouBuilding on the author’s first poetry book, Innocent Questions, this collection of poems as implied in the title The Dictator and the Heretic, muses and ruminates on the way things are and the need to question the logic of convention. In a poignant, palpable and provocative way, the author pierces the sacred “logic of the system” and with his rhyme and lyrics, lays bare a range of themes: corruption, exploitation and dependency in Africa; surviving under dictatorship and oppression; post-colonialism and decolonisation; the beauty of Africa; love, heartbreak and hopelessness; and struggle, both internal and external. Using a range of powerful poetry techniques, the author refuses to surrender and instead promotes heresy against a heartless, soulless system of exploitation, unashamedly. Readers will be introduced to critical counter orthodoxy ways of knowing and being; and new ways of perceiving and understanding their constructions of reality if they are able to find the treasures buried in this collection of poems.Item Metadata only Europe’s established and emerging immigrant communities: Assimilation, multiculturalism or integration?(Trentham Books, 2009-11-30) Howson, Carlton; Sallah, MomodouEurope is not what it used to be, and not yet what it will be. The assassination of Theo van Gogh in November 2004, the 2001 riots in the Northern cities of England, the riots in France in November 2005 and the incident of the Danish Cartoons in 2005 are all manifestations of mainstream Europe’s struggle to reconfigure itself. The rapidly changing demographics, especially after post World War Two immigration, have led to what Tariq Ramadan calls a ‘European identity crisis’. This has raised significant social, political, economic, security and cultural questions over how emerging and more established immigrant communities are managed. This book brings together some of the leading writers in their fields to explore a range of issues concerning Europe’s established and emerging immigrant communities: religion, health, housing, refugees and asylum seekers, working in post conflict ethnic zones, community cohesion in rural areas, security, Gypsies and Travellers. The first part of the book looks at such topics across Europe whilst the second uses the UK as a microcosm through which to explore specific issues. Readers will find a wide range of perspectives based on empirical research and grounded in critical analyses, as well as responses to the new challenges confronting Europe. The book is timely and has wide appeal: it will be essential reading for social science courses including community development, sociology, politics, social policy, diversity, health, education and international development at both undergraduate and post graduate level. And policy makers and practitioners will treasure the book’s historical and contemporary insights into how the geography of Europe has been shaped and how policies continue to be largely focused on the racialisation of people.Item Open Access Evaluation of the Global Youth Work in Action Project (2010-13)(Y Care International, 2013-04) Sallah, MomodouItem Open Access Generating disruptive pedagogy in informal spaces: learning with both the head and the heart.(National Education Institute Slovenia., 2020) Sallah, MomodouThe author's positionality and situatedness is that of a scholar-activist, interested both in the generation/production of knowledge, and the application of knowledge, especially towards social justice and equality. The author also writes from a de-colonial perspective in challenging ways of knowing and ways of being; to generate what has been called “epistemologies of the South” (Sousa Santos, 2014). In using Global Youth Work (GYW) as a pedagogic approach and conceptual framework, the author will illustrate how participatory spaces for the deconstruction and reconstruction of ways of knowing and being, can be generated; how the classroom can be taken into the real world and how the real world can be brought into the classroom. Using a range of places and spaces, spanning the classroom, real-life situations, within communities, and across the streets and museums, the author will share how participatory learning methodologies are constantly employed to generate curiosity, maintain curriculum currency and make learning transformative. Drawing on his writing, teaching, practice and research over the last twenty years, across a number of countries and continents, the author will position participatory approaches and methodologies of learning as disruptive and a panacea to aspire to, as learning and teaching then becomes deeper, rather than surface; and transformative (Freire, 1972) instead of “banking”.Item Metadata only Global Youth Work: Provoking Consciousness and Taking Action(Russell House, 2014-02) Sallah, MomodouIn a world of grotesque inequality and disproportionate distribution of the world's resources, the emerging discipline of Global Youth Work has suffered from a lack of theoretical location, and has been progressively ignored in practice. This book: develops a conceptual framework, drawing on theories of globalisation, anti-oppressive practice, development theory, education, and youth work provides spaces and resources for youth workers, social workers, development workers, and associated trainees and academics within these fields, to critically engage with this discipline advances theory and practice. In a world where 80% of resources are consumed by 20% of its inhabitants, and where 229 out of every 1000 children born in Mali in 1998-1999 would die before they reached their fifth birthday, compared to 3 per 1000 born in Sweden in 2002, Global Youth Work should challenge this toxic orthodoxy and be rooted in the pursuit of social justice. This book aims to: provoke consciousness, helping individuals and groups of young people to explore ways of conceptualising and interacting with the world that differ from their existing constructions of reality, and gain a new critical consciousness encourage young people to take action, commensurate with their abilities, to move from a state of paralysis, to change the way things are. Of value in learning and practice throughout the world, and supported by empirical research undertaken amongst youth workers across the UK, Global Youth Work explores: the concept and process of globalisation, highlighting its many definitions and configurations, and how the process affects our existence economically, politically, environmentally, culturally and technologically the construction of social reality, and how where we live and our life experiences influence our reality the scale and nature of global inequalities, including health, education and quality of life, both between countries and within them sustainable development, including political, social and environmental aspects the definitions, terminology and underpinning conceptualisations of Global Youth Work the empiric evidence establishing the efficacy of Global Youth Work as a pedagogical tool that effectively engages young people around local-global issues. It will help provoke young people to navigate the complex matrix of global interconnectedness and the inextricability of their lives with that of others, from the food they eat, the clothes they wear and the energy they consume, to the very political systems that facilitate their privilege or disadvantage, politically, economically, technologically, culturally and ecologically. Positioning development and social justice as antidotes to inequality, this book premises Global Youth Work on the need to redress inequality at the personal, local, national and international levels.Item Metadata only Global youth work: Taking it personally.(National Youth Agency, 2008-05) Sallah, Momodou; Cooper, SophieEngagement with Global Youth Work can no longer be about just ‘doing the right thing and easing one’s conscience’. This resource pack from The National Youth Agency gives youth workers a host of reasons to involve themselves in global youth work and a range of practical ways in which they can do so. Global Youth Work: Taking it Personally is geared towards practitioners who work face-to-face with young people as well as trainnee youth workers to attempt to bridge theory to practice. The ten sections in the pack consider a range of issues including human values; body image; gangs and crime; the clothing industry; refugees; the war on terror; religious identity; music; and sustainable development. Each chapter discusses the topic and offers a range of related activities that aim to make global youth work more accessible to youth workers both in terms of theory and practice.Item Metadata only Innocent Questions(Global Hands Publishing, 2012-10-12) Sallah, MomodouThis collection of poems captures the theme of struggle in a way very few writers have been able to. The author combines his background of having been brought up in The Gambia and having resided in the UK for the past 14 years to great effect - a fusion of writing styles and constructed realities from the North and South. The poems in this collection have a way of jumping out of the pages to provoke and evoke palpable emotions - emotions of political and personal struggles for a better life and a better world. This collection of 32 poems explores a range of pertinent issues with a complex simplicity that is dramatic and mesmerising; from the dreams of an African school boy to the frustrations of a consummate professional in Babylon.Item Embargo Intersectionality and Resistance in Youth Work: Young People, Peace and Global Development in a Racialized World(Sage, 2018-08) Sallah, Momodou; Ogunnusi, M.; Kennedy, R.This chapter is framed by the concepts of Critical Race Theory, Critical Peace Education, and Global Youth Work. It departs from a premise that Youth Work can be an effective tool to provoke consciousness (Sallah, 2014) and redress power imbalances as an instrument of resistance (Scott, 1990) in a grotesquely unequal and increasingly globalized world. In this context, we argue that globalized hegemony exists in personal, local, national and global acts of, and reactions to, violence, and that this necessitates a shift from a singular binary of oppression to an intersectorial approach recognizing multiple interconnections such as age, race, structural violence, ‘development’ and global situatedness. In making this argument, we focus on the way that hierarchies of oppression, enacted within society, are linked to micro aggressions and the framing of majoritarian stories within the conscious- ness of the oppressor and the oppressed that negate human potential as direct and structural violence (Galtung, 1969). Crucially, we argue that resistance to oppression should also shift from a mere critical understanding of this intersectionality, to generating pedagogies of disruption, and in turn pedagogies of hope. Starting from the experience of Youth Work in England, this chapter will decon- struct the lure of ‘whiteness’ as a cultural marker (Fanon, 1986; Giroux, 1997), and explore the causal and emergent properties (Archer, 1995; Carter, 2000) of racial hierarchy to understand the generative mechanisms that influence the structure and agency of the individual. It is cardinal to understand at this juncture that ethnicity/whiteness is only one of many variables that intersect to generate discrimination and oppression at the personal, local, national and global levels. Due to imposed word limits, we will explore only ethnicity/whiteness in detail, out of all the other variables, to illustrate our core points. This will permit us the opportunity to position Critical Peace Education and Global Youth Work as experiential, informal and critical spaces to disrupt the configuration of ways of knowing, in order to generate new ways of being. Key questions that frame the chapter include, ‘how do we initiate a critical dialogue between the hidden transcript of subordinate groups into the public transcript (Scott, 1990) of Youth Work?’ and ‘how do we make them one, anti-oppressive and mutually liberatory script?’Item Open Access A Local-Global Approach to Critical Peace Consciousness and Mobilisation as Disruptive Counter-Narratives(Sinergias - Diálogos Educativos para a Transformação Social, 2023-07) Ogunnusi, Michael; Sallah, MomodouThis paper examines opportunities for peace, as a dichotomy between the actual and re-imagined state of the world, using a Critical Peace Education (CPE) framework, and a Global Youth Work (GYW) pedagogic approach. Drawing from similar and shared constructs presented by CPE and GYW, such as developing local human rights and participatory citizenship, teaching consciousness-raising in and out of schools, and scrutinising how the theory and application of CPE and GYW can influence structural and cultural violence, this paper asserts the need to re-engage with the more radical roots of CPE and GYW as having potential for new stories in peace studies and education that resist the status quo using knowledge and action. The authors are keen to disrupt simplified representations of peace, and uniformity of what is meant by peace, in CPE and GYW theory and practice, and the implications this has both for the social reproduction of inequality, and for youth workers and young people. Secondly, the paper will redress how peace can be understood and acted upon as critical dialogue with young people to unpick and transform experiences for agency. This paper will contribute to a greater understanding of re-imagining peace in everyday life, and the relationship between peace and practice, as part of a decolonised post-critical approach, supported by examples for how youth workers and young people have actively worked towards opportunities for peace in the duality of praxis and consciousness in their everyday life.Item Embargo Participatory Action Research with ‘Minority Communities’ and the Complexities of Emancipatory Tensions: Intersectionality and cultural affinity(Sage, 2014-01-01) Sallah, MomodouConducting research with communities constructed as the ‘other’ from a purely positivist paradigm can often be replete with colossal flaws with enormous potential to oppress the researched – especially minority communities in this case. This article presents an analysis of the cultural and experiential affinity experiences of the author towards a constructivist approach where the research process is emancipatory and the ultimate goal of engagement is for both the researcher and the researched to become co-producers of knowledge. The multidimensional identities of some ‘minority communities’ and their intersectionality are also discussed. This includes an exploration of this author's identity as a visible member of minority groups and the resulting cultural affinity that imbues his research as well as the participatory nature of his approach that seeks to liberate. The article will also highlight methodological implications of this author's empiric work, complemented by lessons drawn from recent research projects conducted with ‘minorities’ in different parts of the UK to illuminate methodological complexities and illustrate anti-oppressive practice with ‘minority communities’. This article is framed around the four theoretical constructs of Intersectionality; Participatory Action Research; Cultural Affinity/Experiential Affinity; and Freire's transformative education pedagogy.Item Open Access Preliminary Findings From a Pilot Study of Electric Vehicle Recharging From a Stand-Alone Solar Minigrid(Frontiers, 2021-01-25) Gammon, Rupert; Sallah, MomodouThe symbiosis between smart minigrids and electric mobility has the potential to improve the cost and reliability of energy access for off-grid communities while providing low-carbon transport services. This study explores the commercial viability of using electric vehicles (EVs), recharged by solar minigrids, to provide transport services in off-grid communities. Preliminary findings are presented from a field trial in The Gambia that aims to assess the techno-economic feasibility of integrating sustainable energy and transport infrastructures in sun-rich regions of the Global South. As a dispatchable anchor load, an EV can improve the technical and economic performance of a minigrid by providing demand-side response services. In the developing world, rural communities are often among the poorest, and inadequate transport services remain a major barrier to wealth-creation. Some solutions to this situation may be transferrable to island communities, which share similar challenges in terms of access to energy and fuel. The first of its kind in Africa, this field trial uses an electric minivan, operating from an off-grid village where it has access to a minigrid whose 4.5 kWp of photovoltaic modules form the roof of a parking shelter for the vehicle. While there, the taxi can recharge, ideally during sunny periods when the photovoltaic array produces surplus power, thus allowing the EV’s battery to recharge while bypassing the minigrid’s own accumulator. This improves system reliability and cost effectiveness, while providing pollution-free energy for the taxi. Ultimately, the intention is to test different vehicles in a variety of circumstances, but this paper outlines only the preliminary findings of the first of these trials. Early results provide convincing new evidence that commercial viability of such a concept is possible in Sub-Saharan Africa. Some promising scenarios for commercial viability are identified, which warrant further investigation, since they suggest that a taxi driver’s earnings could be increased between 250 and 1,300% in local operations, and even 20-fold in tourist markets, depending on vehicle type, minigrid configuration and target market. It is hoped that these may encourage the rollout of solar-recharged EVs where the nexus of sustainable energy and transport systems are likely to make the greatest contribution to addressing the UN’s Sustainable Development Goals, by helping to solve the trilemma of providing energy security, social benefit and environmental sustainability in low-income countries.Item Metadata only Race, Ethnicity and Young People(Palgrave Macmillan, 2015-10) Kennedy, R.; Sallah, MomodouItem Metadata only “‘Race’, Ethnicity and Young People”(Palgrave, 2015) Sallah, Momodou; Kennedy, R.Constructions of ‘race’ and ethnicity continue to affect how some people are socialized by the structures of society. This chapter explores theoretical and policy contributions to constructions of ‘race’ and ethnicity, and how it affects the lives of Black (Sallah and Howson 2007) young people. It starts with an exploration of the changing demographics of Europe generally and the UK in particular. It then looks at constructions of ‘race’ and the cumulative effect of these on racial and ethnic considerations in relation to working with Black young people. After an examination of Critical Race Theory and the articulation of the political definition of Black, the significance of cultural competence, based on mainstream practitioners gaining the required skills, values, attitudes, knowledge and resources, will be explored. The chapter concludes that culturally-competent praxis from mainstream services is needed to effectively counter defective constructions of ‘race’ and ‘ethnicity’, and their enactments, especially in relation to Black young people.