Editorial

Resumen

Este trabajo plantea una propuesta para ilustrar algunos aspectos relativos a la transgresión de normas. El estudio se centra en el ámbito de las organizaciones de trabajo y presta atención a variables del contexto y a procesos psicosociales que facilitarían la transgresión y su mantenimiento. El estudio del contexto se realiza desde la perspectiva del Modelo de Norma Perversa (Fernández Dols, 1992, 1993). En cuanto a los procesos, en la propuesta se incluyen la comparación social y la disonancia cognitiva (Festinger, 1957), como propiciadoras de un cambio de actitudes que serviría para justificar y mantener estas conductas.     

Editorial

Abstract

This article considers the way in which documentary writing was used to represent both Cuba and the US South as sites of economic underdevelopment. Focusing on Carleton Beals and Walker Evans’ collaboration of text and photography, The Crime of Cuba (1933), I reorient conventional understandings of 1930s documentary from its focus on the US South and argue that the origins of the form can be traced to a much broader interest in representing poverty throughout the Americas. As areas of the South sunk into uncharted depths of hardship, the nations of Latin America became a frequent point of comparison and served as a way to measure poverty in the US. The role of Latin America as economic and cultural counterpoint to ‘modernization’ took on new significance during the Depression, and the inhabitants of the US South were simultaneously incorporated into this construction of underdevelopment. The narrative of progress was applied to both of these regions as a way of explaining the unequal distribution of wealth in the hemisphere.     

Editorial

Abstract

This comprehensive research study examined how schools of social work in Canada have responded to disability issues. The study focused upon specific policies and practices ofthe Canadian schools of social work which have been developed to create a more inclusive environment for students, staff, and faculty members with disabilities and to prepare students for practice in dealing with individuals who are disabled. A ten page survey consisting of closed and opened-ended questions was sent to the deans and directors of the thirty-five schools of social work in Canada. This study found that although there have been significant changes in these schools over the last ten years, there are many barriers to disability inclusion from recruitment and admissions; accommodations; retention, graduation, and employment; curriculum; hiring faculty and staff with disabilities; and university relations/resources. It concludes with recommendations for schools of social work.     

Editorial

Ohne Zusammenfassung

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Editorial

Ohne Zusammenfassung

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Editorial