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This paper seeks to explore the Imperial War Museum North, located in Salford, and how it relates to both consumers and the wider area.
Utilising the work of Edward Soja, the authors aim to understand how his work serves to facilitate a greater understanding of both the museum itself as a space, and the role the physical place plays in the context of the local surroundings.
It is found that, the role of the museum is as a form of “culturally led regeneration”, in line with Soja's notion of “thirdspace”.
The paper will appeal to those who are concerned with town planning, urban regeneration and the role of museums in contemporary space and place.
This chapter provides a theoretical and empirical examination of young people’s role in identifying and solving problems in their communities from a social justice…
This chapter provides a theoretical and empirical examination of young people’s role in identifying and solving problems in their communities from a social justice perspective. The complex political processes in South Africa stymie a top-down approach for advancing social justice. Therefore, this study focuses on a bottom-up stance to nurture social justice efforts by concentrating on the role of the youth, younger than 18 years, in initiating change in their communities. Such engagement aligns with the principles outlined in the United Nations Convention on the Rights of the Child adopted in 1989 that aims to enrich both the individual and the community (Dirsuweit & Mohamed, 2016; Office of the United Nations High Commissioner for Human Rights, 1989). The University of South Africa is involved in a community outreach program of this nature, commissioned by Empowervate Trust, a South African non-profit organization that manages the Youth Citizen’s Action Campaign (Y-CAP), which equips learners with the skills to solve societal issues in their respective communities. This chapter thus attempts to clarify what active citizenship means to the youth, by focusing on the findings from focus-group interviews with South African learners who are involved with community development projects that advance social justice initiatives in their communities through the Y-CAP endeavor.