Aspirations

Expanding access to formal education is a universal aim of development policy worldwide, and young people today are gaining access to schooling on unprecedented levels. Taking Ethiopia as a case study, this paper explores the mobility impacts of increasing educational attainment. First, we analyse internal migration data for Ethiopia using national Labour Force Survey data, and find that that rural-to-urban migration has now replaced rural-to-rural migration as most common migration trajectory within Ethiopia. The pursuit of work and education were key motivations for rural-to-urban migration, and those with higher levels of education moved more. Second, we show how rising levels of primary and secondary education influence aspirations to migrate, distinguishing between internal and international destinations. Using novel survey data collected among rural and urban Ethiopian youth for the Young Lives project, we find that even completing primary levels of education increases the aspiration to live elsewhere. By studying the linkages between education and migration aspirations, alongside other development indicators like wealth, employment, and levels of self-efficacy, this paper contributes to an on-going debate about the relationship between development and migration and challenges common assumptions that migration is simply driven by poverty and need in poorer countries.

This study examines the educational aspirations of immigrant students, who are descendants of eight different immigrant communities in Germany. First, the article shows that compared to native German students, the educational aspirations of students with migration origin vary substantially. Challenging previous narratives of immigrant optimism and information deficit, the article suggests that the students of Turkish origin develop a conscious appraisal of obtaining an academic high-school qualification (AHSQ), even if they realize they will not be able to receive one by the end of the high-school. The study also shows that the duration of their stay in Germany plays a significant role in attenuating the high educational aspirations of most immigrant communities. However, Turkish students constitute an exception to this finding as they maintain high idealistic aspirations from first- to third- generation. The return migrant students from the former Soviet Union are the only group who report high educational aspirations, when asked about both their idealistic and realistic aspirations. Finally, the findings indicate that the position of the particular immigrant groups within the German social status hierarchy is a strong determinant of the educational aspirations of immigrant students and their parents.

Science is central to our everyday life. Yet, the study of advanced science is often stratified by 'race' or ethnicity. This book draws across science education literature and sociology of education theories. It investigates how social identities of 'race' and ethnicity, social class and gender can shape minority ethnic students' views of, and aspirations toward, science through exploring the experiences of British Black Caribbean, Bangladeshi, Chinese, Indian and Pakistani young people. Is science for 'people like us'? This book engages with and extends our current conceptual thinking around aspiration, capital and identity, in the context of science. For instance, a distinction is made between careers in and from science as well as the educational discourses of 'being the best' and 'trying my best'. It contributes to ongoing discussions around 'science identity' and the emerging idea of 'science capital' along with the development of five 'types' of science participation.

Drawing on sociocultural and related theories, 4 questions examined career and educational aspirations and expectations among 24 immigrant Latina/o early adolescents and their parents as predictors of students’ grades. First, adolescents’ career aspirations and expectations were correlated, and both parents and adolescents held educational aspirations that exceeded their expectations. Second, most adolescents and parents held congruent educa- tional aspirations. Third, congruence between students’ career and educa- tional aspirations was uncommon. Fourth, parents’ educational aspirations and adolescents’ career–education congruence predicted students’ grades. Discussion highlights students’ ongoing reconciliation between aspirations and academic skills and multiple ways immigrant Latino parents contribute to their adolescents’ future.

This case study analysis of the one Further Education College's  Student Mentoring Scheme, prepared by the Institute for Access Studies, Staffordshire University, presents an analysis of data drawn from focus group interviews with first and second year students on academic and vocational courses during the academic years 2006/2007 and 2007/2008.

This paper sketches an innovative conceptualisation of disadvantaged youth, shaped dialogically by the interactions of theorising and data from a case study at Orange Farm informal settlement in South Africa in 2013. The study focused on the challenges for the young people in this area in accessing higher education. Drawing on Sen's and Nussbaum's capability approach, complemented by a theorisation of vulnerability by Misztal and of oppression by Young, the study illustrates how the concepts should be interconnected to generate a framework for understanding the experiences of multiply disadvantaged youth, as well as issues of equity for them in accessing HE. The paper highlights the need to understand young people's experiences and aspirations using multidisciplinary theorising, in conversation with empirical lives. Overall, advantage is understood as having the freedoms (or capabilities) to live a life each person has reason to value, with genuine opportunities for secure functionings now and in the future. A disadvantaged life, by contrast, would have less or neither.

JOURNAL OF Economic Behavior Journal of Economic Behavior and Organization vt utcanizaUOn ELSEVIER Vol. 27 (1995) 3547 Will raising the incomes of all increase the happiness of all? Richard A. Easterlin University of Southern California, Los Angeles, CA 900890253, USA ...

AWEJ Volume.5 Number.2, 2014   
                                                                                                                                    Pp.133-141



The Teaching of Translation at the University Level: Constraints and Aspirations

Dr. Ahmed Mohammed Al-Quyad
English Department, University of Sana’a, Yemen

.

Abstract
This paper is an attempt to address the situation of translation learning and teaching at the university level with special reference to its teaching in the universities of the Arab World/ countries. It is worth pointing that the paper is a kind of reflection touching upon certain aspects of translation learning and teaching with specific focus on the three dimensions/ aspects being the learner, the teacher and the teaching material(s). 
Keywords: aspirations, constraints, university level, teacher, learner, teaching, learning

In recent years there has been growing concern over the pervasive disparities in academic achievement that are highly influenced by ethnicity, class and gender. Specifically, within the neoliberal policy rhetoric, there has been concern over underachievement of working-class young males in the United Kingdom, specifically white working-class boys. The historic persistence of this pattern, and the ominous implication of these trends on the long-term life chances of white working-class boys, has led to a growing chorus that something must be done to intervene.

This book provides an in-depth sociological study exploring the gendered and classed subjectivities within the neoliberal ideology of the school environment, in order to expand the understanding of white working-class disengagement with education. Chapters discuss how white working-class boys in three educational sites experience social and learner identities, focusing on the practices of "meaning-making" and "identity work" that the boys’ experienced, and the disjunctures and commonalities between them. The book presents an analysis of the varying tensions influencing the identity of each boy and the consequences of these pressures on their engagement with education.

Drawing on Bourdieu’s theoretical tools, gendered habitus and a model of egalitarian habitus, Identity, Neoliberalism and Aspiration in White Working-Class Boys will be of interest to academics, researchers and postgraduate students in the field of sociology of education, and those from related disciplines studying class and gender.

The task of studying the impact of social class on physical and mental health involves, among other things, the use of a conceptual toolbox that defines what social class is, establishes how to measure it, and sets criteria that help distinguish it from closely related concepts. One field that has recently witnessed a wealth of theoretical and conceptual research on social class is psychology, but geographers' and sociologists' attitude of diffidence toward this " positivistic " discipline has prevented them from taking advantage of this body of scholarship. This paper aims to highlight some of the most important developments in the psychological study of social class and social mobility that speak to the long-standing concerns of health geographers and sociologists with how social position, perceptions, social comparisons, and class-based identities impact health and well-being.
DOI: https://doi.org/10.1016/j.socscimed.2017.11.037

It has been years but the reconstruction of Marawi leaves much to be desired. In 2017, a battle between the government and ISIL-affiliated elements destroyed the city. This article turns attention to the youth who have been affected by this conflict. In a postconfict context in which reconstruction has yet to be seen, do the youth aspire to anything? If so, what are their aspirations? Drawing on interviews, we argue that their main aspiration is to ‘go home’. We unpack it in two respects: transparent and people-centered reconstruction and the reassertion of Marawi’s Islamic identity. These aspirations are not only couched in a positive language. Underlying them is a critique of the state of affairs: technocratic but inefficient rehabilitation and the moral and religious condition of the community prior to the conflict. By foregrounding the role of aspirations, this article advances the scholarship on young people’s participation in postconflict settings.

Psychological and sociological studies have often shown how parental aspirations positively influence children’s academic outcomes. However, less is known about how outcomes are affected when parents have aspirations that are higher than the child’s expectations for himself or herself. In this study, aspiration refers to the level of schooling parents ambition for their child while expectation refers to the level the child believes he or she will attain. Using US longitudinal data from a sample of tenth grade students (n = 7,635), I show two circumstances when parental aspirations negatively affect academic outcomes. Confirming previous research on status at- tainment and blocked opportunities, parents and children who expect less than college have, on average, worse academic outcomes. However, challenging the expectancy-value theory, students whose parents have inconsistently higher aspirations for them also experience worse outcomes. The findings suggest that unnecessarily high and unrealistic parental aspirations can disadvantage students’ performance.

In this text I intend to explore the meanings of school dropping out and the aspirations of 4 young men between 17 and 24 years old, through an ethnography that started at an educational center. This center was created to provide programs leading to either a certification of completion of the basic official educational cycle, or a certification leading to a job. The fieldwork was developed within the framework of a European Project exceptionally applied at this center, which had as main objective the “empowerment of young immigrants at risk of being excluded” and used audiovisual tools. The following text explores the continuities and contradictions between two kinds of educational approaches –the educational center’s and the European Project’s– and the way that life chances are thought within these, as an entry point to analyse these student’s agency.

Diverse resources can be used to achieve social
position. While we immediately think of material,
economic resources in this context, there are others as
well, notably aspirations. As a projection of the self in
a desirable future, aspirations are inspiring emotions
that guide individuals’ commitments, whether these
relate to work, school, sport or citizenship.
Aspirations draw upon personal characteristics and
preferences, but they are also socially constrained.
They depend on which opportunities are available,
the future that is imagined and desired as a result of
these opportunities, and thus, on the choices that
can be made. As such, aspirations are affected by
social inequality. As aspirations can influence future
achievement, differences in aspirations can contribute
to deepening social inequality, and can trigger
corrosive disadvantage. Endeavours to research
social inequality should therefore consider the social
processes through which young people’s aspirations
develop and crystallize.

Ce cahier de recherche, après une brève discussion du concept de choix d’études, poursuit comme objectif principal de passer en revue une série de modèles de choix d’études supérieures issus de différentes disciplines telles que l’économie et la sociologie, principalement en provenance de la littérature anglo-saxonne. Nous centrerons notre attention sur les modèles combinés, qui décrivent le processus de choix d’études en étapes ou phases
et qui intègrent diverses perspectives théoriques et méthodologiques, tout en permettant d’analyser les processus décisionnels en partant d’une double porte d’entrée : les individus et les établissements scolaires. Nous mettons en avant les apports de la modélisation du choix d’études mais aussi leurs limites, et l’importance de creuser des analyses qualitatives plus fines dans ce
domaine de recherche largement dominé par les études quantitatives

Introducing a special journal issue by the same title, this article provides a foundation for seven other articles with a theoretical mission to better understand the forces and frictions through which migration comes about and is experienced. The collection seeks to contribute to migration theory by considering crosscutting themes related to the concepts of aspiration, desire and drivers of migration. This introductory article locates the three concepts within the development of migration scholarship. First, we show how a reappraisal of theory is grounded in influential developments in migration scholarship, such as the transnational turn, feminist approaches and, more recently, a growing theoretical interest in emotions and temporalities. Second, we examine the ways in which 'aspiration' and 'desire' have figured in migration theory. Sometimes treated as synonyms, the terms both belong to a broader semantic field of potentiality, yet connect with different theoreti...

It is a refreshingly simple thought that migration is the combined result of two factors: the aspiration to migrate and the ability to migrate. Without having to resort to overly structural or individualistic explanations, this analytical distinction helps disentangle complex questions around why some people migrate but others do not. Still, aspiration and ability raise their own thorny theoretical and methodological questions. To begin with, what does it mean to have migration aspirations? How can such concepts be objects of empirical research? And is it meaningful to say that individuals possess the ability to migrate if their preference is to stay? The aspiration/ability model was originally proposed in this journal and has since been diversely applied and adapted. In this article, we look back at more than a decade of research to examine a series of theoretical and empirical developments related to the aspiration/ability model and its extensions. We identify two-step approaches ...

This paper is part of a longer process of theorizing around the notion of migration aspirations and the conceptual pair aspiration/ability. It was presented at the workshop 'Aspirations and Capabilities in Migration Processes' at the International Migration Institute, University of Oxford, 10–11 January 2013.

This quirky film by director Ramaa Mosley has been begging for analysis since I first saw it in 2014.  It follows the fate of a disenfranchised couple, living permanently on the breadline, whose lives are changed when they fatefully discover an enchanted object; a brass teapot.

This modern morality tale explores with comedic flair the young couple's journey involving the sadistic pursuit of pure greed, in an ode to the dangers of Mammonism and the corruption brought with the worshipping of money. ...

Find Out More:
http://www.whenthenewsstops.org/2016/09/the-brass-teapot-enchantment-sadism-and.html

This conceptual paper seeks to engage with migration theory by examining the nature and functions of aspirations in migration processes. I argue that aspirations play a pivotal role in all migration, but in different ways. Aspirations are elusive, however, both theoretically and empirically. People’s general aspirations in life form part of form part of the background to migration desires; such desires can also be described as migration aspirations, which are the focus of this paper. This conviction that migration is preferable to staying can be understood as an attitude, which helps us raise several epistemological issues. Is the desire to migrate an enduring state of mind, or a context-specific speech act? Do migration aspirations, conceived of as attitudes, comparatively evaluate places, or culturally constructed projects? Does migration have intrinsic value, or is it simply a means to an end? Addressing such questions and relating them to the factors that inhibit or facilitate actual migration can shed new light on how we conceptualize and empirically analyse the determinants of migration. It can also help understand the relationships between force, choice and mobility. In conclusion, I propose an aspirations-centred model of migration, in which observable outcomes—in the form of mobility and immobility—are interpreted as products of three interlinked processes.

A serdülők iskolai énhatékonyságának, aspirációinak és az iskola teljesítményének vizsgálata a célorientációs elmélet tükrében * Napjainkban a célorientációs elmélet a tanulási motiváció vizsgálatának egyik népszerű területe(pl.:D'Lima, Winsler és Kitsantas, 2014; Meissel és Rubie-Davies, 2016),bár hazánkban nem tartozik a motiváció kutatásá-nak vezető irányvonalába. A célorientációs megközelítés szerint a személy saját maga definiálja a sikeressége kritériumait, a siker vagy sikertelen-ség okait egyéni magyarázattal látja el, így nagy egyéni különbségek lehet-nek abban, hogy ki mit próbál elérni, milyen (tanulási) célokat fogalmaz meg maga számára. Kutatásunkbana célorientációkat, illetve ezek iskolai énhatékonysággal és aspirációkkalvaló kapcsolatát vizsgáltuk 10–11. osztá-lyos tanulók körében (N =187), valamint a különböző célorientációk hatá-sát a tanulmányi eredményekrea 2 × 2-es célorientációs elmélet alapján. Az eredmények alapján a célorientációk közül a viszonyító célorientációnak volt a legnagyobb hatása a tanulmányi eredményre (r = 0,257, p < 0,001), bár ez a kapcsolat nem volt túl erős. A célorientáció minden faktora szoros kap-csolatban állt az iskolai énhatékonysággal, az elsajátítási célorientációk az intrinzik célokkal, a viszonyító célorientáció pedig az extrinzik célokkal mu-tatott szorosabb együttjárást. Ezek az eredmények rávilágítanak arra, hogy a célorientációk fontos szerepet játszanak a tanulási motiváció és az isko-lai teljesítmény alakulásában, így a célok, célorientációk gyakorlatban való megjelenése a tanulók motiválásának új lehetőségeire hívják fel a figyelmet. Bevezetés A tanulási motiváció irodalma alapvetően arra a kérdésre keresi a választ, hogy mi­ ért tanulunk. Ez első hallásra talán könnyű kérdésnek tűnik, de a tanulási moti­ váció egy olyan elméleti konstruktum, aminek nagyon sok összetevője van, ezért igen nehéz meghatározni, és nincs is egy széles körben elfogadott definíciója (Fejes, 2010). Számos szerző viszont a következő általános meghatározást alkalmazza: a tanu­ lási motiváció a tanulással összefüggő viselkedést elindító, fenntartó és irányító folyamat (Roseman, 2008). A tanulási motivációban szerepet játszhat többek között a saját képes­

The article discusses the second-generation immigrant’s capacity to aspire in Postcolonial Italy, starting from a research which took place in Reggio Calabria. After defining some key concept such as “Postcolonial Italy” and “capacity to aspire”, I present the main hypothesis, which consist in considering the capacity to aspire as a way of resistance to Italian colonial unconsciousness. The qualitative methodology applied to the research involved carrying out some in-depth interviews. Therefore, in the last paragraphs the empirical data are presented by quoting some of the interview extracts. The main issues concern: second-generation immigrants’ approach toward their future as young people; their specific life experiences as people with foreign origins; the role played by the southern context in their future projects. This exploratory research suggests that capacity to aspire is a mode of agency, because who aspires to something is also someone who wants to change his/her current condition. This behaviour seems to be quite common among the people interviewed.

Based on voices coming from the Mahyavanshi community of Surat, and drawing from the intersection of urban studies and recent debates on Dalit experience, the relationship between Dalits and the city is examined. These voices and their narratives of desire and aspiration do not take shape as bereft of sufferings and discriminations. Yet, in their articulation, they allow us to engage with the ignored dimensions of Dalit personhood and reveal facets of city life that are less attended to

The article aims to build on current understandings of the experiences and aspirations of technical and vocational education and training (TVET) trainees in conflict-affected countries, focussing on the case study of Sierra Leone. Employing the capabilities approach pioneered by Amartya Sen, it casts light on the different benefits beyond employability which young people acquire through TVET. This includes the development of their 'capacity to aspire'. At the same time, the article shows the poor conditions and social stigma that continue to surround TVET and the profession of 'skilled man' in the country of Sierra Leone. By doing so, the article shows the potential of capabilities approach and the concept of 'capacity to aspire' to more systematically look at the wider benefits of TVET to young people. It also reveals the simplistic nature of the international community's expectations with regards to TVET's role in post-conflict societies. Keywords Technical and vocational education and training, skills development, marginalised youths and children, career aspirations, capabilities approach, capacity to aspire, beneficiaries' experiences and perceptions of education, sub-Saharan Africa, Sierra Leone, education in post-conflict societies

Introduction
En novembre 1999, la Table de concertation jeunesse Bordeaux-Cartierville et le CHSLD CLSC Bordeaux-Cartierville déposaient le document «Grandir à Bordeaux- Cartierville, état de la situation» dans le cadre du projet Jeunesse Montréalais. Ce document présente des données démographiques, économiques, socio-sanitaires ainsi que les diverses ressources offertes aux jeunes du territoire et à leur famille. Toutefois, en dehors de ces données statistiques générales provenant principalement de la Direction de la santé publique et de la Régie régionale des services de la santé et des services sociaux de Montréal-Centre, peu d’informations sont disponibles sur les jeunes de 12 à 18 ans résidant à Bordeaux-Cartierville. Ce constat a donc conduit les membres de la Table de concertation jeunesse à mettre de l’avant ce projet de recherche afin de répondre à 4 objectifs précis :
1. dresserunportraitactueldesproblématiquesjeunesseduterritoire;
2. connaître les besoins identifiés par les jeunes eux-mêmes en termes de
ressources et de services;
3. confirmer les réalités perçues par les intervenants-terrain (besoins, problèmes,
etc.);
4. orienterlesinterventionsfutures.
Le présent rapport vise donc à répondre en priorité à ces objectifs. Il nous a semblé pertinent de présenter les résultats par thèmes et de manière détaillée plutôt qu’un portrait plus général, afin de permettre aux divers intervenants, selon leur champs d’expertise, d’y trouver rapidement les réponses à leurs questions. Ce rapport est donc avant tout un outil de travail qui leur est destiné et qui, nous le souhaitons, permettra d’orienter les interventions futures pour le bien-être des jeunes du territoire. C’est d’ailleurs dans cet esprit qu’une bibliographie a été ajoutée à la fin du présent rapport. Celle-ci, qui ne prétend pas être exhaustive, devrait permettre au lecteur de trouver des études présentant des résultats d’enquêtes similaires pour fins de comparaisons.
Cette monographie se veut essentiellement descriptive. À partir des principaux thèmes du questionnaire, elle dresse un portrait des jeunes fréquentant les écoles secondaires publiques du quartier et des problématiques qui les touchent. Ainsi, le premier chapitre aborde de façon sommaire les grandes lignes de la méthodologie et les limites de cette étude. Les 9 chapitres suivants présentent les résultats de l’enquête à partir des grandes thématiques qui renvoient plus ou moins fidèlement aux différentes sections du questionnaire. Pour des raisons de cohérence et afin d’établir des rapprochements entre les sujets abordés dans le questionnaire, nous avons donc interverti l’ordre des questions. Ainsi, dans l’ordre, on retrouve : le profil des répondants, les aspirations des jeunes, l’emploi du temps (activités hebdomadaires, jeux de hasard, emplois salariés), les habitudes de consommation (cigarette, alcool et drogue), la perception de l’environnement (sécurité, conflits, etc.), les relations avec les pairs (amitié, vie amoureuse, sexualité), les relations entre les générations au sein des familles (valeurs,
Portrait des jeunes de 12-18 ans de Bordeaux-Cartierville 1

sujets de désaccords, etc.), les idées suicidaires, les ressources jeunesse. En guise de conclusion, nous avons tenté de brosser un portrait d’ensemble en dégageant les faits saillants de cette étude. Afin d’éclairer la discussion, nous avons recensé quelques études nous offrant des points de comparaisons avec les résultats de notre enquête. Nous avons enfin formulé un certain nombre de recommandations à l’intention des intervenants et des décideurs.

In the hills of northern Laos, dotted with more or less circular arrangements of wooden and bamboo houses, concrete houses have recently been appearing. The physical but also imaginary emergence of concrete houses has triggered local re-examinations of what good houses entail. With this change in vernacular architecture being hitherto
unprecedented, house building projects have become a salient topic of talk among the Khmu, upland dwellers of northern Laos. This article uses the case of the first semi-concrete house erection and instances of mockery to show, firstly, that the adoption of new building materials displays the builder’s aspirations and independence, which are eventually outweighed by the conflicting desire to establish a socially secure house; secondly, attention will be given to a more elusive reaction, the resonance of possible upcoming socio-economic difference in ironical remarks that can be understood as an engagement with upland futures, characterised by both hope and uncertainty.

Free eprints available under: https://www.tandfonline.com/eprint/ZTVASKJFCSNKKWPU3CQN/full?target=10.1080/00141844.2019.1696864

Using the Longitudinal Study of Young People in England (LSYPE), this study examines how different combinations of aspirations, expectations and school achievement can influence students’ future educational behaviour (applying to university at the age of 17–18). The study shows that students with either high aspirations or high expectations have higher school achievement than those with both low aspirations and low expectations. Furthermore, complete alignment between high aspirations, high expectations and high achievement is the most important predictor of future educational behaviour among students. However, it is also found that low expectations do not negatively impact students’ future behaviour when they have high aspirations accompanied with high school achievement. Additionally, the study finds significant ethnic differences in favour of white students at GCSE level, but that these differences are reversed in relation to applying to university at the age of 17–18.

The authors examine factors that influence young people's plans to complete Year 12, their aspirations to commence university study in the first year after leaving school and their expected occupation at age 30. They also examine the extent to which the occupational aspirations of teenagers align with their actual job outcomes a decade later. The findings in this report demonstrate just how important parents and peers are in relation to young people's aspirations. The findings also indicate that the aspirations of 15-year-olds are somewhat unrealistic. By age 25 years, which is the age until which data are available for analysis, a significant portion of young people fall short of what they set out to achieve occupationally. However, this does not mean that they cannot achieve their desired occupations at a later stage in life.

How can we understand the social impact of cognitions of a projected future, taking into account both the institutional determinants of hopes and their personal inventiveness? How can we docu-ment the repercussions, often contrary to intentions, ‘‘back from’’ such projected futures to the production and transformation of social structures? These are some of the questions to be addressed by a cultural sociology that attempts to look seriously at the effects of a projected future as a dynamic force undergirding social change. In this essay I discuss some of the reasons why the analysis of the future has been so neglected in sociological theory and research, and then sketch a possible framework for reincorporating it that specifies some of the cognitive dimensions of projectivity. In the process, I will show how a focus on future projections can help us make a link between cognition and action in a manner that has so far been neglected in the sociological literature.

The authors demonstrate that in dyadic negotiations, negotiators with a promotion regulatory focus achieve superior outcomes than negotiators with prevention regulatory focus in two ways. First, a promotion focus leads negotiators to claim more resources at the bargaining table. In the first two studies, promotion-focused negotiators paid more attention to their target prices (i.e., their ideal outcomes) and achieved more advantageous distributive outcomes than did prevention-focused negotiators. The second study also reveals an important mediating process: Negotiators with a promotion focus made more extreme opening offers in their favor. Second, a promotion focus leads negotiators to create more resources at the bargaining table that benefit both parties. A third study demonstrated that in a multi-issue negotiation, a promotion focus increased the likelihood that a dyad achieved a jointly optimal or Pareto efficient outcome compared to prevention-focused dyads. The discussion focuses on the role of regulatory focus in social interaction and introduces the notion of interaction fit.

It has been years but the reconstruction of Marawi leaves much to be desired. In 2017, a battle between the government and ISIL-affiliated elements destroyed the city. This article turns attention to the youth who have been affected by this conflict. In a postconfict context in which reconstruction has yet to be seen, do the youth aspire to anything? If so, what are their aspirations? Drawing on interviews, we argue that their main aspiration is to ‘go home’. We unpack it in two respects: transparent and people-centered reconstruction and the reassertion of Marawi’s Islamic identity. These aspirations are not only couched in a positive language. Underlying them is a critique of the state of affairs: technocratic but inefficient rehabilitation and the moral and religious condition of the community prior to the conflict. By foregrounding the role of aspirations, this article advances the scholarship on young people’s participation in postconflict settings.

Although the Dublin Regulation aims to prevent secondary movements within Europe, refugee flows from Italy toward northern Europe persist. Existing literature has investigated the relationship between refugee flows, policies, and other macro socioeconomic and cultural factors but the individual decision making underlying refugee mobility is relatively unexplored. Based on my ethnographic research, this article investigates how Eritrean refugees in Italy decide to move toward other European countries. It will be argued that refugees' decisions can be analyzed by using conceptual tools borrowed from the study of gambling and that they tend to be little (if at all) affected by policy constraints.