Nighet Nasim Riaz

Associate Lecturer & Doctoral Researcher

Hamilton Campus
Tel 07886640365
Nighet Nasim Riaz

Biography

The aim of my thesis is to explore if policy aims are being met in helping young people classed as MCMC into positive destinations, with an emphasis on those from BME backgrounds.

Labelling of young people as ‘pre-NEET’ or requiring ‘More Choice, More Chances’, MCMC for short has gained currency in recent years as a result of a moral panic fuelled by political parties such as Labour and now the Conservative and Liberal Democrats drive to tackle the perceived disaffection of young people who have been identified as ‘at risk’ of social exclusion.

My interest in young people stems from extensive experience of working with young people in formal and informal education setting.  I started my career in education as a lecturer in further education in 2005, teaching business administration and information technology to a range of students. In 2007, the majority of my classes were with asylum seeker young people and adults. After a brief teaching career, I returned to complete my Masters in Education. My dissertation explored the delivery of employability programmes using a multi-agency approach with schools, further education colleges, welfare educational services and the voluntary sector. I did an internship with a welfare provider, working in business development, and chain supply management.

As I was completing the MEd, the political scene was transitioning from Labour to Conservative and Liberal Democrats. The previous youth employability schemes such as the Flexible New Deal changed form to the Work Programme.  Through my work in the further education sector and welfare organisations, I became aware of how those that were classed as socially excluded from society (out of education, employment or training) were pathologised by the very system that was to empower them. I saw how funds were implemented along the supply chain to the programme delivery providers. More was siphoned off as administration costs to the pitiful remainder which was used to deliver programmes using a ‘black box approach’ which was in reality a tick box exercise used to ensure people attended in order to access their giros.

I returned to higher education to further explore my own role as part of an epistemic community (Focault, 1972) that represented those labelled ‘at risk’ of social exclusion as problematic and sought to devise solutions to their problems.

I became actively engaged in local politics, actively campaigning and listening to people from all areas across Govan in Glasgow.  This was on the advice of one of my supervisors who strongly recommended that a strong political stance or understanding was required to undertake a doctoral programme. This led me to campaign for candidates in the European Elections and run a pro-independence campaign for the independence referendum and also get involved in going through the internal vetting system to attain approved parliamentary candidate status. It fed into the disquiet I felt of how everything around me was ‘unitised’, and outcome based on social or economic measures.

Along this political journey, I started my journey as a PhD Researcher.  Social exclusion and young people had played a large role in my MEd study and I wanted to deconstruct it further to explore how the young people were identified by schools and other institutions as falling into the ‘pre-NEET/MCMC category.

The contribution that I am making to the body of knowledge draws on the analysis and findings at the schools and youth work organisations where the research took place with young people, teachers and youth workers.

This is the third year the seminar series has been organised by the Doctoral students in the School of Education and my second time at organising these. The focus of the series this year is around ‘Research Journeys and Destinations’ and is to create informal opportunities for staff as well as students to share their research across the Schools in a supportive environment.

I am currently a student representative on the School of Education’s Research and Enterprise Forum, and was previously a student representative on the Subject Development Group.

  • Qualifications
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    BA Business Administration, University of the Highlands & Islands, 2004

    Higher degree(s): Teaching Qualification in Further Education (PGCE), University of Stirling,  2007
    MEd in Tertiary Education, University of Stirling,  2011
     

     

  • Teaching Interests
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    Business, IT, Research Methods, Ethics, Equality, Culture and Diversity
  • Research Interests
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    Young people

    Families

    Communities

    Race, Ethnicity, Culture, Religion, Islam, Gender, Leadership

    Politics, Scottish Politics

  • Research activity output conference presentations
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    Innovative Practice and Research Trends in Identity, Citizenship and Education Selected papers from the sixteenth Conference of the Children’s Identity and Citizenship in Europe Academic Network London: CiCe 2014

     

    Ethnicity, young people and ‘othering.’ ‘It’s like we don’t exist’: transitions from school to nowhere

    Nighet Nasim Riaz

    University of the West of Scotland (UK)

     

     Abstract

    People aged 16-19 not in education, employment or training form the cohort of the Official Government NEET estimate. The official estimate of NEET was published during May 2013 and estimated that there are 33,000 young people in Scotland who are NEET which accounts for 13.3% of the 16-19 population. The estimate for Glasgow reported 3,460 young people aged 16-19 not in education, employment or training representing 11.4% of the 16-19 year old population in Glasgow in 2013 (Scottish Government, 2013). This paper aims to explore the experiences of ethnic minority young people growing up in urban areas in the West of Scotland via community led youth work projects that aim to reengage young people categorised as NEET (Not in Employment Education or Training). By looking at their varied and complex biographies it will address young people’s experiences and perceptions of their communities and their transitions from education to the workplace. Getting lost in the transition from education to work is one of the key risks of social exclusion for young people which may lead to subsequent involvement in anti-social behaviour and crime (Bynner & Parsons, 2002; Yates & Payne, 2006; Finlay et al, 2010). The study is undertaken in a youth work organisation in an inner city ward in Glasgow. The preliminary study explores conversations with four young people from black and minority ethnic backgrounds who discuss their transitions from school. Hayward et al (2008, p. 18) found that the people from the same ethnic minority groups (Afro Caribbean, Pakistani and Bangladeshi) which are highlighted by Smeaton et al, 2010), are identified as failing to go onto positive destinations. This indicates that there is a link that these young people who are disadvantaged at school, do not go onto the prescribed pathways, defined as positive by the state, of education, employment or training once they leave school.

    https://metranet.londonmet.ac.uk/fms/MRSite/Research/cice/pubs/2014/2014_394.pdf

     

     

     

  • Membership of Research Groups / Centres / Institutes
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    Institute of Youth and Community Research

    Ethnographic Research Conversations

    Youth Justice and Crime Prevention

    Sisters’ Voices 

     

  • Useful information
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    Nnriaz.wordpress.com

    https://independent.academia.edu/NighetRiaz

    twitter: @nnriaz