Index

Citation

(2022), "Index", Àkànle, Ọ. (Ed.) Youth Exclusion and Empowerment in the Contemporary Global Order: Contexts of Economy, Education and Governance, Emerald Publishing Limited, Leeds, pp. 179-186. https://doi.org/10.1108/978-1-80262-497-720221015

Publisher

:

Emerald Publishing Limited

Copyright © 2022 Ọláyínká Àkànle

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INDEX

Note: Page numbers followed by “n” indicate notes.

Academia

, 3

“Academic capitalism”

, 12

“Academic consumerism”

, 8

Academic procrastination

, 75, 76–77

home-and personal-related determiners

, 82–86

learning-and teaching-related determiners

, 86–89

methodology

, 77–79

results

, 79–82

theoretical framework

, 77

Active involvement in existing political parties

, 115

Activism

, 113

Acute social marginalization

, 35

Adulthood

, 121

Affirmative action

, 4–5

Africa, youth in

, 57, 128–129

African Union (AU)

, 113, 129

African Youth Charter

, 107

Agentic process

, 157

Alternative provision (AP)

, 153, 159–160

Analytical/interpretive method

, 171

Arab Spring protests

, 18, 113

Attendance

, 159

“Audit culture”

, 9

Australia, neoliberal transformation in

, 5

Autoethnography

, 171

Autonomy of academia

, 12

Bachelor of Arts (BA)

, 171

Bachelor of Education (BEd)

, 171

Bachelor of Law (LLB)

, 171

Bachelor of Science (BSc)

, 171

Belarus protest

, 21–22

Binary logistic regression

, 102

Black Consciousness

, 55

Black South Africans

, 55

#BlackLivesMatter

, 26

“Blackness”, 55n1

Blogs

, 18

“Born-free generation”

, 56

Bourdieu’s field theory

, 108

Brain circulation

, 144–146

Brain drain

, 144–146

#BringBackOurGirls protest

, 24

British universities

, 5

Burkina Faso

, 108

consequences of exclusion of young people

, 111

creation of political parties

, 114–115

enrolment in terrorism and organized crime

, 111–112

findings

, 115–117

realities of youth exclusion

, 110–111

representative democracy

, 107–108

research methodology

, 109–110

sustainable ways out of exclusionary trajectories for young people

, 112–114

By-product of mandatory schooling

, 153

Capital concept

, 156

Centre for Teaching Development (CTD)

, 78, 89

China/Hong Kong Administrative Region

, 26–29

Chinese youth

, 27, 29

Chronic poverty

, 40

Civil Society Legislative Advocacy Center (CISLAC)

, 95

Civil society movements, creation of

, 113

Civil society organizations (CSOs)

, 109, 114

Classical theory

, 96–97

“Cognitive space”

, 160

College

, 159

Colonial matrix of power

, 58

Colonialism

, 55, 122

Coloniality

, 58

Colonization

, 58

Commission on Higher Education (CHED)

, 75

Commodity

, 5

Compulsory education systems

, 153

Compulsory schooling

, 155

Confirmability

, 79

Conflict theory

, 20

Constitution of Republic of Namibia

, 123

Consumption

, 36, 49

Contextual approach

, 34

Continuous assignments

, 87

Conversation, The

, 11

Cooperative Institutional Research Program (CIRP)

, 4

Corruption

, 24

Covid-19 global crisis

, 75, 81

Creative sector

, 173

Credibility

, 79

Crime

, 144

Criminal violence

, 33

Crisis of representative democracy

, 108

Critical literature

, 3

Cultural attitudes

, 156–158

Cultural beliefs

, 76

Cultural belonging

, 40

Cumulative prospect theory

, 77

Cyclical unemployment

, 99

Data collection techniques

, 110

Decision-making

, 18

Decoloniality

, 58, 62

Decolonization

, 56–57, 58–59

coming alive, but slow

, 63–64

currently lacks clarity

, 65

dynamic and contextual

, 62–63

South African

, 60–61

students’ roles in decolonization/transformation committees

, 66–67

support

, 64–65

transformation

, 65–66

Dehumanization

, 55

Democratic governance

, 107

Department of Higher Education and Training (DHET)

, 66

Dependability

, 79

Deprivation

, 33, 36, 49

Desktop research method

, 122

Disaffection

, 155–156, 162

“Disciplinary grounds”

, 154

“Discouraged work seekers”

, 143

Disengaged students

, 155

Disengagement

, 155–156

Diverse methods

, 1

Drug trafficking

, 33

“Easy-to-hard” approach

, 86

Economic crisis

, 19

Economic globalization

, 33

Economic resources

, 33

Economic transformation

, 7

Education

, 2, 23, 142, 159, 161

alternative provision

, 159–160

casualties of

, 153

cultural attitudes

, 156–158

education in England

, 154–155

engagement, disaffection, and disengagement

, 155–156

quiet disaffection

, 158–159

reflection and reclamation of agency

, 162–163

stakeholders

, 75

system

, 160–161

victim to casualty

, 160–162

Educational motivation

, 4

Educational practices

, 76

Effort-based factors

, 128

Elections

, 18

Emerging adulthood

, 18

Employment

, 131, 142

factors

, 146

generation

, 95

growth and opportunity

, 146–148

#EndOutsourcing

, 59

#EndSARS Protest

, 19, 24–26

Engagement

, 155–156, 163

England

education in

, 154–155

schooling in

, 153

English government

, 159

Enrolment in terrorism and organized crime

, 111–112

Entertainment

, 80

Entrepreneurship sector

, 172

Ethnic minorities

, 5

Eurocentred colonization

, 58

Exclusionary trajectories for young people

, 112–114

Expectancy theory

, 77

“Experience of procrastination”

, 86

Extradition Bill

, 27

Face-to-face interview

, 78

Facebook

, 25, 173

#Fallism movement

, 59

Feelings of exclusion

, 142–144

#Fees Must Fall (FMF)

, 56, 62, 67

Field

, 124–126

Financial autonomy

, 115

Frictional unemployment

, 99

Frustration index

, 45

Gates Foundation

, 6

Gender dominance in clusters of IEAs

, 174

German colonialism

, 126

Global development

, 2

Global economic crisis

, 22

Global North

, 145

Global South

, 145

Global system

, 3

Globalization

, 174

Google

, 97

Google Meet

, 78

Google Scholar

, 97

Growth strategies

, 33

Hair making

, 175

Harambee Prosperity Plan

, 123, 128

Health

, 80

Higher education

“audit culture” in

, 9

Black Consciousness

, 55

born-free generation

, 56

conversation

, 56–57

decolonization

, 56

ethnic minorities in

, 5

findings

, 67–69

issues

, 4–13

marketization of

, 8

methodology

, 59–60

methodology and theoretical framework

, 3–4

neoliberal transformation of

, 3–4

neoliberalism in

, 8, 12

post-RMF and decolonization activities in South Africa

, 61–67

South African decolonization

, 60–61

theorization of decolonization

, 58–59

vision of

, 10

Higher Education Research Institute

, 4

Home and personal-related determiners

, 81

Home-related determiners

, 82–86

Hostage-taking Jeopardization of African youth future

, 110–111

Household works

, 87

Human capital theory

, 140

Human development

, 81

Human labour

, 96

Identity crisis

, 40

Illegality

, 49

Immaterial assistance

, 82

Immediate learning assessments

, 87

Immigration

, 122

In-depth interview (IDI)

, 171, 174

In-school Youths, IEAs of

, 172

Inclusive development

, 97, 103

Income-earning activities (IEAs)

, 169

consequences of

, 175

of in-school youths

, 172

nature of IEAs youth

, 169

youth involved in

, 174

Independent Commission on Multilateralism (ICM)

, 19

Individual motivation

, 77

Individual procrastination

, 88

Industrialization

, 174

Inequality

, 2, 19

political economy of

, 126–128

Inferential statistics

, 102

Informal sector

, 95

Nigeria

, 96

and youth employment

, 100–101

Instagram

, 173

Instant messages

, 18

Instituto Nacional de Estadística y Geografía (INEGI)

, 34

Instrumental case study

, 78

Intellectual works

, 1

Intentional procrastination

, 76

Inter disciplinary method

, 2

International Labour Organization (ILO)

, 18–19, 96

Intervention strategies

, 157

Interviewee

, 175

Intrinsic motivation

, 84

Job creation

, 97

Keynesian unemployment (see Cyclical unemployment)

Labour law

, 148

Laissez-faire economics ideology

, 26

Latin American youth experience

, 36

Leadership

, 2, 115

Learning

, 161

learning-related determiners

, 81, 86–89

Leftist scholars

, 7

Less-formal approach

, 159

Likert scales

, 37

Lincoln and Guba method

, 79

Literature review

, 141

Male entrepreneur

, 175

Marginalization process

, 153

Market forces

, 5

Marxist economics

, 125

Massive open online courses (MOOCs)

, 9–11

Material assistance

, 82

Mental stress

, 81

Merton’s anomy theory

, 36

Mexico, impoverished youth in

data and methods

, 37–40

general breakdown of sample, by age group

, 38–39

neither criminal conduct nor frustration, but reduced expectations

, 40–49

violence and youth

, 34–37

Migration as pathway escaping exclusion

, 144–146

Miles and Huberman approach

, 142

Millennium Development Goals

, 95

“Mixed economy”

, 130

Momentary academic detachment

, 82

Motivation

, 77

Multidisciplinary method

, 2

#MustFall student movement

, 59–60

Namibia

at Glance

, 126

youth in Namibia’s political economy order

, 129–133

National Bureau of Economic Research

, 7

National Development Plans (NDPs)

, 127

National Directorate of Employment

, 95

National Economic Empowerment and Development Strategy

, 95

National Minister of Health

, 144

National Planning Commission

, 132

National Poverty Eradication Programme

, 95

National Youth Council (NYC)

, 123, 130

National Youth Policy (NYP)

, 123

Need theory

, 77

Neoliberal education

, 4

Neoliberal hegemony

, 6

Neoliberal transformation

, 4–5

of higher education

, 3–4

Neoliberalism on universities

, 11

“Netizens”

, 28

Nigeria

informal sector

, 96

protest

, 24–26

youth unemployment and causes

, 98–100

Nigerian

formal sector and youth employment demand

, 100

informal economy

, 95

“Non-legitimated” capital

, 154

Not in education and not in employment or training (NEET)

, 131

#NotTooYoungToRun protest

, 24

#OccupyNigeriaprotest

, 24

Office for Standards in Education (Ofsted)

, 159

Online education

, 75

Online learning

, 82

Organisation for Economic Cooperation and Development (OECD)

, 12, 18, 170

Organized crime

, 34

enrolment in

, 111–112

Palgrave pilot project

, 10

Pan-Africanism

, 55

Pattern coding

, 142

Personal-related determiners

, 82–86

Philanthropic efforts within university education

, 6

Philanthropy

, 7

Photography

, 175

Pico-economics

, 77

Policy choices of society

, 125

Policy-makers

, 5, 24

Political alternation

, 109

Political barriers

, 18

Political cynicism

, 17

Political decolonization

, 56

Political economy

, 124–126

of Namibia

, 121

of unemployment, inequality and poverty

, 126–128

Political game

, 107

Political parties, creation of

, 114

Political transition

, 108

“Poor”, 35n2

Post-RMF in South Africa

, 61–67

Poverty

, 36, 95

political economy of

, 126–128

Prioritization of certain needs

, 45

“Private initiative”

, 3

Private training providers

, 159

Procrastination

, 75–76, 79, 86

“Promoters”

, 23

Protest

, 28

youth exclusion and

, 20–21

Psychological approach

, 121

Psychology

, 2

Qualitative approach

, 78, 109

Qualitative data

, 172

Qualitative study

, 59

Quality

of life

, 148–149

of youth

, 122

Quantitative data

, 171

Quiet disaffection

, 158–159, 163

Racism

, 122

Rationality

, 58

Realities of youth exclusion

, 110–111

Recreational motivators

, 149

Reflection

, 160

for disaffected students

, 162

and reclamation of agency

, 162–163

#ReformPolice on social media

, 25

Repetitive classroom

, 85

Representative democracy

, 107

crisis of

, 108

Research design

, 170

“Research targets”

, 9

Researchgate

, 97

Residual unemployment

, 99

#RhodesMustFall movement (RMF movement)

, 56, 62, 67

and Students’ Movements

, 60–61

Sample size determination formula

, 171

Sampling techniques

, 59, 109

Satellite campuses

, 11

School

, 155, 159, 163

conformity

, 157

in England

, 156

environment

, 155

Schooling

, 158, 162

commonalities in

, 122

compulsory

, 154–155, 157

in England

, 153

youth age in

, 131

Science, technology, engineering and mathematics (STEM)

, 8, 12

Seasonal unemployment

, 98–99

Secondary research method

, 122

Segalinks (see Segun Awosanya)

Segun Awosanya

, 24

Self-exploration, journey of

, 160–162

Semi-authoritarian regime

, 109

Semi-structured interview

, 59

Semi-systematic literature review

, 141

#Shackville

, 59

Siamese revolution (1932)

, 22–23

Slavery

, 24

“Smartphone generation”

, 25

Social actors

, 124

Social capital

, 115

Social commitment

, 114

Social conflict theory

, 20

Social environment

, 89

Social exclusion

, 19, 40, 44, 142–144

of youth

, 139

Social marginalization

, 35

Social media

, 18, 173

Social mobility

, 5

Social order

field and political economy

, 124–126

methodology

, 122–123

Namibia at Glance

, 126

political economy of unemployment, inequality and poverty

, 126–128

youth as social category

, 123–124

youth in Africa

, 128–129

youth in Namibia’s political economy order

, 129–133

youth in Namibian context

, 121–122

Social praxis

, 121

Social stratifications

, 122

Social transformation

, 7

Social transgression

, 36, 49

Socialization

, 80

Society

policy choices of

, 125

political economy of

, 125

Socioanthropological approach

, 110

Sociological imagination

, 121

“Soft skills”

, 140

Soro sok (see #EndSARS protest)

South Africa

post-colony

, 56

post-RMF and decolonization activities in

, 61–67

youths in

, 57

South African

colonialism

, 126

condition of governance and labour law

, 148

context of South Africa

, 139–140

decolonization

, 60–61

employment growth and opportunity

, 146–148

methodology

, 141–142

migration as pathway escaping exclusion

, 144–146

quality of life

, 148–149

results and findings

, 146

social exclusion and feelings of exclusion

, 142–144

youth

, 56, 140

Special Anti-Robbery Squad (SARS)

, 24

Stakeholders

, 6

Stellenbosch University (SU)

, 59

Strain theory

, 36

Street trading

, 102

Structural unemployment

, 99

Students

, 153, 170

employment

, 169

holistic development of

, 82

roles in decolonization/transformation committees

, 66–67

Successive assignment

, 87

Successive domestic work

, 83

Sure-P program

, 95

Sustainable development in Nigeria

, 96–97, 99

Systematic review method

, 97

Task averseness

, 83

Tax payment, decree for

, 22

Teaching-related determiners

, 81, 86–89

Teaching–learning principles

, 76

Technological innovation

, 8, 10

Technological transformation

, 7

Technological unemployment

, 99

Telegram

, 173

Temporal motivational theory (TMT)

, 77, 86, 88

Temporary institutionalization of online learning

, 82

Temporary work overseas

, 145

Terrorism, enrolment in

, 111–112

Thailand protest

, 22–23

Thematic analysis

, 78, 82, 142

Traditional learning

, 83

Traditional political technique

, 18

Transferability

, 79

Transformation

, 68–69

Transnational education

, 12

Transnational networks

, 143–144

Triangulation

, 110

Twitter

, 25, 173

Underdevelopment of African continent

, 111

Unemployment

, 19, 24, 95, 99, 131, 143, 147

political economy of

, 126–128

rates in Namibia

, 132

rates in Nigeria

, 96

United Nations

, 107

University

, 5–6, 9, 10

education

, 7

University of Cape Town (UCT)

, 56

University of Carlifornia, Los Angeles (UCLA)

, 4

University of Fort Hare (UFH)

, 59

University of Kwazulu Natal (UKZN)

, 59

University of the Witwatersrand (Wits)

, 59

Upper middle income country (Belarus)

, 22

Urban gangs

, 33

Urbanization

, 174

Vandalism

, 28

Victim to casualty

, 160–162

Victimhood

, 161

Video-based online interviews

, 78

Violence in Mexico

, 34–37

Violent neighbourhood organizations

, 33

Vision 2030

, 123

Vocational learning environment

, 159

“Waithood”

, 18

Walton Trust

, 6

Western education

, 174

Westernization

, 174

WhatsApp

, 25, 173

White supremacism

, 55

World Health Organization

, 18

Young people

, 157

consequences of young people exclusion

, 111–112

exclusionary trajectories for

, 112–114

Youngsters

, 18

Youth

in Africa

, 57, 128–129

age

, 18, 139

age in Belarus

, 21

contemporary world

, 1

in contemporary world

, 1

demonstrations

, 17

deprivation, consumption, social transgression and

, 36

in developing countries

, 19

development

, 124, 142

empowerment

, 129

identity

, 122

in Mexico

, 34–37

in Namibia’s political economy order

, 129–133

in Namibian context

, 121–122

as social category

, 123–124

in South Africa

, 57, 139

Youth citizen movements

, 114

Youth Development Index (YDI)

, 129

Youth exclusion

, 1, 18

causes, trajectories and ramifications of

, 21

demographic information

, 172

global perspective and context of

, 18–19

IEAs of In-school Youths

, 172–174

and protest

, 20–21

realities of

, 110–111

research methodology

, 170–171

results/Findings and discussion

, 172

skill sets and IEAs among youths

, 174–176

Youth Inclusion

, 97, 110, 171

Youth protest and activism

, 27

Youth unemployment

, 141

employment generation

, 95

findings

, 101–103

informal sector and

, 100–101

methodology

, 97–98

Nigeria’s youth unemployment and causes

, 98–100

Nigerian formal sector and youth employment demand

, 100

PRISMA diagram for study

, 98

sustainable development in Nigeria

, 96–97

unemployment rate in Nigeria

, 96

Youth-led protests

, 17–18

in Belarus, Thailand, Nigeria and China/Hong Kong

, 21

Belarus protest

, 21–22

China/Hong Kong Administrative Region

, 26–29

global perspective and context of youth exclusion

, 18–19

methodology

, 21

Nigeria

, 24–26

Thailand

, 22–23

youth exclusion and protest

, 20–21

YouWin program

, 95