By Marta Tienda, William Julius Wilson
There's becoming information of the typical problems skilled via negative youngsters who develop up in cities--crime and juvenile delinquency, restricted entry to schooling, the unfold of infectious ailments, homelessness, and excessive charges of unprotected intercourse. they need to take care of susceptible households and social associations, negative hard work industry clients, and for the main unlucky, the ravages of gang battle and the HIV/AIDS epidemic. Chapters during this quantity current and verify comparative proof at the health and wellbeing of city adolescence and confirmed interventions for alleviating the deleterious results of poverty.
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Additional info for Youth in Cities: A Cross-National Perspective (The Jacobs Foundation Series on Adolescence)
The liberal tradition of human rights is based upon two philosophies of human nature and human needs that have maintained an uneasy truce in contemporary politics and law. On one side of the liberal tradition is Thomas Hobbes (1968), a materialist, who conceived of human beings as intricate machines who are driven to amass power and wealth in order to ensure the recurrent satisfaction of their physical desires and to protect themselves against threats of war or uprisings of the masses. He emphasizes the importance of “negative liberties” in the form of citizens’ rights to be free from interference by the state as they pursue the accumulation and enjoyment of their property.
Nevertheless, many retain strong emotional afﬁliations with their families and do periodically take them money or material goods (Swart-Kruger and Donald, 1994). In the mid-1980s, most street children (95%) in nongovernmental organizations (NGO) shelters in Johannesburg and elsewhere in the country had some degree of schooling, albeit below level for their ages at the national average (Sch¨arf, Powell, and Thomas, 1986; Swart, 1988; Williams, 1993). The appalling condition of the state education system, including victimization and humiliation of pupils by teachers, was partly, if not largely, to blame for the presence of many children on the streets (Sch¨arf, Powell, and Thomas, 1986; Swart, 1988; Williams, 1993).
In a society that has only recently emerged from a violent police state and that remains torn by lawlessness and violence, hope for lasting peace requires that future generations learn democratic skills and values, and cultivate habits of mutual help. Living as they do on the streets and in a squatter camp, the children served by Street-Wise and Growing Up in Cities have to contend with discrimination and rejection by the larger society, which tends to perceive them as outsiders and a threat to the social order (see Sibley, 1981; Swart-Kruger, in press).