This book engages with important debates about multicultural British identities at a time when schools are expected to promote Fundamental British Values. It provides valuable insight into the need to investigate fluid and evolving identities in the classroom. What are the implications of Britishness exploration on young people's relationships with and within multicultural Britain? What are the complexities of teaching and learning Britishness? Emphasis on student voice, respectful and caring dialogue, and collaborative communication can lead to meaningful reflections. Teachers often require guidance though when teaching about multicultural Britain. The book argues that when students have safe spaces to share stories, schools can become critical sites of opportunity for reflection, resistance and hopeful futures. Foreword by Professor Vini Lander

Drawing on interdisciplinary perspectives, Youth, Place and Theories of Belonging showcases cutting-edge empirical research on young people's lifeworlds. The scholars demonstrate that belonging is personal, infused with individual and collective histories as well as interwoven with conceptions of place. In studying how young people adapt to social change the research highlights the plurality of belonging, as well as its temporal and fleeting nature. In the field of youth studies, we have seen a recent emphasis on studying the ways youth live out everyday multiculturalisms in an increasingly globalised world. How young people negotiate belonging in everyday life and how they come to understand their positions in fragmented societies remain emerging areas of scholarship. Composed of twelve chapters, the collection references key sites and institutions in young people's lives such as schools, community/cultural centres, neighbourhoods and spaces of consumption. Drawing from diverse areas such as the rural, the urban as well as displacements and mobilities, this international collection enhances our understanding of the theories employed in the study of youth identity practices. Written in a direct and clear style, this collection of essays will be of interest to researchers working in geography, theories of affect, gender, mobility, performativities, and theories of space/place. Investigating how young people come to belong can open up new spaces and provide critical insights into young people's identities.

This book contains empirical research from established and emerging scholars who draw upon interdisciplinary perspectives of space and place in order to investigate young people's sense of identities and belongings in diverse international contexts. The contributors aim to enhance our understanding of how theories of belonging are employed in the study of youth identity as these young people come to belong at a local, national, global, and even virtual level. The collection draws on research in the rural, the urban, and online, showcasing key sites and communities that play a role in young people's lives as they negotiate their sense of agency and sense of identity within the contexts of the locale. Identities, Youth and Belonging will be of interest to students and scholars across a range of disciplines including sociology, education, social policy, politics and geography.

Drawing on interdisciplinary perspectives, Youth, Place and Theories of Belonging showcases cutting-edge empirical research on young people's lifeworlds. The scholars demonstrate that belonging is personal, infused with individual and collective histories as well as interwoven with conceptions of place. In studying how young people adapt to social change the research highlights the plurality of belonging, as well as its temporal and fleeting nature. In the field of youth studies, we have seen a recent emphasis on studying the ways youth live out everyday multiculturalisms in an increasingly globalised world. How young people negotiate belonging in everyday life and how they come to understand their positions in fragmented societies remain emerging areas of scholarship. Composed of twelve chapters, the collection references key sites and institutions in young people's lives such as schools, community/cultural centres, neighbourhoods and spaces of consumption. Drawing from diverse areas such as the rural, the urban as well as displacements and mobilities, this international collection enhances our understanding of the theories employed in the study of youth identity practices. Written in a direct and clear style, this collection of essays will be of interest to researchers working in geography, theories of affect, gender, mobility, performativities, and theories of space/place. Investigating how young people come to belong can open up new spaces and provide critical insights into young people's identities.

This book engages with important debates about multicultural British identities at a time when schools are expected to promote Fundamental British Values. It provides valuable insight into the need to investigate fluid and evolving identities in the classroom. What are the implications of Britishness exploration on young people's relationships with and within multicultural Britain? What are the complexities of teaching and learning Britishness? Emphasis on student voice, respectful and caring dialogue, and collaborative communication can lead to meaningful reflections. Teachers often require guidance though when teaching about multicultural Britain. The book argues that when students have safe spaces to share stories, schools can become critical sites of opportunity for reflection, resistance and hopeful futures. Foreword by Professor Vini Lander