W.E.B. Du Bois and Filipino/a American exposure programs to the Philippines: race class analysis in an epoch of ‘global apartheid’

The article highlights the ongoing relevance of W.E.B. Du Bois for the global analysis of race and class. Engaging scholarly debates that have ensued within the educational subfields of critical race theory (CRT) and (revolutionary) critical pedagogy, the article explores how a deeper engagement with Du Bois’s ideas contributes theoretically and methodologically to these two subfields. Of particular focus is Du Bois’s conceptualization of a ‘guiding hundredth,’ which he forwarded as a corrective to his ideas of a ‘talented tenth.’ The article also offers a case study analysis of the film Sounds of a New Hope, which documents a hip hop exposure program to the Philippines. The case study draws upon Du Bois’s ‘guiding hundredth’ for a twenty-first century context as a Filipino American cultural worker utilizes hip hop to articulate, analyze, and alter the lived experiences for Filipino/a Americans in a global diaspora.     

Fostering Global Citizenship Dispositions: The Long-term Impact of Participating in a High School Global Service Club

To assist teachers in fostering students' global citizenship dispositions through service experiences, this article reports findings from a case study that investigated one high school's global service club and its impact on former club members' global awareness and global citizenship dispositions. Data were collected from Web-based documents and interviews with the faculty advisor and four former members. Data were analyzed by using the constant comparison method to elicit the following findings: (1) fundraising and awareness campaigns, when connected to a larger global service network, can act as viable local actions to combat global poverty; (2) club involvement can produce adults who feel more globally aware, but who do not necessary display critical understandings of global issues; and (3) club involvement can have a positive impact on global citizenship dispositions as participants reported feelings of empowerment and personal/social responsibility, yet no former club members continued participation in global service initiates as adults. Findings suggest the need for structural support when establishing high school global service clubs and, to optimize critical justice aims, local service actions should be tied to a more formal global citizenship curriculum.     

Thinking through tragedy: critical distance and the law of genre

Abstract

This article focuses on two problems associated with tragedy. One ancient: what is it that draws us to the dramatic presentation of events of terrible suffering and loss? And one modern: namely, that while tragedies are still performed and appreciated, little new tragedy is being written. It will be argued in relation to the second problem that the vitality of tragedy as a dramatic form requires a less rigid approach to what might be considered tragic. And in relation to the first problem it will be argued that this more expansive conception of tragedy will allow an understanding of the ‘pay-off’ of tragedy in a way that draws both on the tradition that focuses on tragedy as cathartic therapeutic, and on the tradition that sees it as a thought laboratory that allows ethical dilemmas to be posed and explored from different perspectives. This argument constitutes a two-fold dialectical synthesis (emotional and intellectual approaches to tragedy on the one hand and the technical and popular use of the word ‘tragedy’ on the other) and the effect of this is to facilitate an understanding of tragedy as establishing a ‘critical distance’ that sets the scene for the possibility of thinking.     

Narratives from the neighbourhood: The discursive construction of integration problems in talkback radio1

This paper examines how speakers deploy narrative devices in talking about Sudanese refugees. Particularly, we show how narrative constructions form an important basis for the advancement of accounts about integration problems into the local polity. We analyse talkback ‘phone‐in’ calls to a local Adelaide radio station that provide callers an opportunity to give accounts of events and social phenomena that concern them in their local settings. Analysis shows that speakers regularly deployed narrative constructions, first‐hand ‘witnessing’ devices that functioned to legitimate accounts as veridical versions of events, and contrast devices to explicate the moral and behavioural aberrance of Sudanese refugees. The analysis illustrates how these discursive devices function rhetorically in interaction, in ways that differentiate Sudanese refugees as problematic. Through this analysis, we contend that narrative devices precipitate and bolster socio‐political policies that have serious, negative consequences for Sudanese refugees.     

The Nature of the Political Reconsidered

I present an immanent, and explanatory, critique of reflections on the nature of politics and of power within political science. I argue that these reflections are problematic, to the extent that they presuppose an actualist conception of the political, and that this is generated by an empiricist way of thinking on the one hand and a constructivist way of thinking on the other. I show how re‐defining politics, power, and the political on the basis of a dialectical critical realist ontology resolves these problems and, thereby, allows us to understand the conditions for social change and the relationship between the political and the economic. My argument has two, important implications: first, that the proposal that those who study politics professionally should celebrate philosophical diversity is dangerous–at least if it makes it difficult to sustain a distinct, emancipatory form of political inquiry; and, second, that the nature of social reality justifies the need both for specialized forms of inquiry, such as politics and economics, and integrative forms of inquiry, such as political economy.     

Critical Discourse,Applied Inquiry and Public Health Action with Urban Middle School Students: Lessons Learned Engaging Youth in Critical Service-Learning

The Nuestro Futuro Saludable partnership designed a critical service-learning intervention focused on health equity and action. The 10-week afterschool intervention was implemented in a Boston middle school. Youths who took part in the intervention were knowledgeable about the social determinants of health in their communities, as well as to the barriers to health. Our findings indicate that engaging young people in a meaningful way will be critical if health improvement efforts are to be realized. We found that a critical service-learning framework that incorporates elements of applied inquiry and critical pedagogy was effective as a health intervention and provided opportunities for action.     

Looking at their side of the conflict? Effects of single versus multiple perspective history teaching on Jewish and Arab adolescents’ attitude to out-group narratives and in-group responsibility

In the last decade, the issue of teaching the Palestinian perspective on the Jewish–Arab conflict in Israeli schools gave rise to considerable debate and competing curricula. A quasi-experimental study compared the effects of these competing approaches on learners’ attitudes to out-group narratives and perceived in-group responsibility (IR). A total of 176 Israeli Jewish and Arab participants were randomly allocated into teaching approaches differing in method of engagement with historical narratives (single authoritative narrative, empathetic dual narrative, and critical analysis of conflicting sources). Results revealed effects for teaching approach and majority–minority status. Engagement with a single authoritative narrative decreased interest in out-group perspectives while empathetic engagement with out-group and in-group perspectives increased it, though the effect was more pronounced for members of the Arab minority than for those of the Jewish majority. Among Jewish participants, an empathetic teaching approach led to a decrease in perceived IR while the critical approach led to the opposite outcome. The trends were inverted for Arab participants. Engagement with historical perspectives also moderated the impact of interest in out-group perspectives on acceptance of IR. Educational implications point to the harmful effects of enforcing a single narrative in conflicted societies and to the beneficial outcomes of multiple perspective teaching.     

批判视域下的老年社会工作:对社区居家养老服务的反思

谈及近十年来我国在发达城市大力推行的社区居家养老服务,很容易联想到已有半个多世纪发展历程的英国社区照顾,然而,本文并没有采取同类比较的手法去启发我国的社区居家养老服务,而是从西方学界对英国社区照顾近二十年来的争议与探讨着手,重点引入批判老年社会工作方法,对我国为老服务的输送环节在批判视域下做出更好的借鉴与反思.     

Three Approaches to Understanding Self-Help Groups

With the increasing importance of self-help groups, professionals need to augment their understanding of how groups work in order to help clients make effective use of them. Three conceptual frameworks-social networks, social learning and cognitive theory-explain the basic psychosocial processes of self-help groups. Practice implications indicate how clients can benefit from self-help groups and suggest how professionals might enable their clients to realize the full benefits of participation in them.