News from the Coalface

There is much theoretical and strategic discussion of the State as a player in gender reform, but there is still a need to understand how gender reform processes work within public sector agencies. Evidence on this question is drawn from a field study of NSW (Australia) government agencies. Knowledge of gender equity measures is widespread among public sector workers but it is very uneven in depth. Participation in programmes is also very uneven, though more common among women. Programmes that appear ‘family-friendly’ are more widely accepted than ‘enhancement’ programmes directed to women, which are often thought unfair to men. Men are more likely to be cool towards gender equity measures though significant numbers now support gender equality, and overt ‘backlash’ attitudes are uncommon. Opinions about feminism as a movement are strongly divided. Feminist programmes are becoming routinized, a key process in large-scale change. Consequences of these patterns for gender equity strategy can be identified. Proposals are offered for making routinized programmes more effective, and for ‘re-gendering’ gender equity strategy.     

HIV/AIDS-Core competencies for practice: A framework for the education and training of social workers

This article identifies the increasing relevance of HIV and AIDS for social work practice in the 1990s and argues that the topic should be included as a core component of all DipSW qualifying programmes. It identifies direct work with people affected by the virus, health education and the politics of AIDS in relation to anti-discriminatory practice as key features of this training. The new educational-agency partnerships developing around DipSW are welcomed as having the potential to ensure a continuum of training for social workers. Local authorities, for instance, should have sufficient influence upon basic training to ensure that workers enter employment with a basic awareness of HIV and AIDS and the complex issues which it raises for practice generally. Agencies can then focus on planning effective training strategies which meet the specific and specialist needs of workers arising out of particular areas of practice.

The importance of maximising upon the symbiotic relationship between agencies and educational institutions is stressed, in order to ensure that the rhetoric of partnership is translated into action.     

Minimising discrimination: A case for excluding interviews from selection for social work courses

Substantial changes in the ways selection interviews are conducted have been the inevitable result of increasing awareness of equal opportunities issues and the requirements of the DipSW courses. The argument pursued in this paper is that interviews do not improve selection because intuitive judgements are inevitably poor and allow discrimination to enter the selection processes. This conclusion is based on a review of the dilemmas facing a University DipSW programme, and research findings from social psychology and equal opportunities research. It should be of interest to DipSW programmes, especially those considering the value of interviews as a method of selection.     

Social distress and the police

Police work is generally assumed to be inherently stressful. However, research suggests that much of the stress associated with police work may be related to the organizational and administrative setting in which the work is conducted. This is consistent with the concept of social distress which proposes that stress is generated by the social system in which the individual functions. The implication of understanding police stress within this framework for the implementation of police stress management programs is discussed.Based on a paper presented to the Midwestern Criminal Justice Association, Chicago, IL, October 1989.     

ELMs disease: Stewardship, corporatism and citizenship in the English countryside

Varying concepts of citizenship, implicit within policy providing countryside access opportunities in England and the sometimes contrasting political rhetoric concerning citizenship, are evaluated here. The focus for this paper surrounds the Countryside Stewardship Scheme and, generically, the access elements of Environmental Land Management schemes (ELMs) and the implications of the 1994 Criminal Justice and Public Order Act in this context. Policy formulation in respect of countryside access may not be prepared considering the philosophical implications for citizens rights or property rights constructions. However, it is hypothesized that particular modes of regulation and commodification (of certain countryside goods) are imbued with certain values which reflect a neo-Liberal political philosophy. This view is contextualized within present theoretical debates concerning rural society.     

The DipSW admissions process: Laying the foundations for social work training

Recruitment and selection to DipSW is an essential, but largely ignored, activity. Here, we examine the ‘professional’ literature which emphasises setting standards for entry and the antiracist literature which explores discrimination in the selection process. The Manchester University DipSW selection process is then discussed as are some of the broader issues for selectors in balancing the competing interests of prospective students, course programmes, agencies and other interested parties. It is argued that recruitment and selection is not a simple administrative chore but is inextricably bound up with current debates about the nature of both social work practice and education.     

The involvement of service users in the assessment of Diploma in Social Work students on practice placements

The government, local authorities and academic institutions in the United Kingdom all positively support the involvement of service users in social work practice and education. Based upon research undertaken for a Master's dissertation, this article argues for such an inclusive approach. The author works for the Training and Development Services of an English Social and Caring Services department, which delivers a Diploma in Social Work course in collaboration with the local university college. This course began to incorporate service users' views in the assessment of students on practice placements in the mid-1990s. This was a helpful development, although areas of ambiguity and difficulty became apparent, as did a lack of clarity and consistency in the implementation of the process. A qualitative survey of the views of practice teachers was conducted by means of semi-structured interviews, which focussed on the main principles, issues and practical implications of service user involvement in the assessment of DipSW students. The article offers a summary of the findings of the survey, and a critical discussion of the main issues and difficulties that emerged. Some recommendations are made for the course that the author is associated with, although they would probably apply to most DipSW courses in the United Kingdom. The author is male, white and British.     

The entry of women in predominantly male professions: when training supports the search of alternative ways of organizing work time

Following a research carried out on the integration of women in professional areas predominantly for men, this paper intends to present and debate the project of a training course which aims the transformation of the organization of work schedules in order to improve the well-being of the workers involved. The conception of training courses with this type of objective involves the confrontation and debate between the "invested skills" of the trainers and the "constituted skills" of the trainees. But will this paradigm remain intact when applied to training courses permeated by the gender dimension? That is what one will try to realize with the effective implementation of a training course, whose reflection will allow, ultimately, to enrich our understanding on gender, work, health and training.     

Vulnerability in custody: perceptions and practices of police officers and criminal justice professionals in meeting the communication needs of offenders with learning disabilities and learning difficulties

Information provision and communication within the Criminal Justice System can be highly problematic for young people and adults with learning disabilities and difficulties. Paper-based communication is common, and is mandated for the provision of rights and entitlements in custody, but such communication can be poorly understood, potentially leading to miscarriages of justice. This article uses the piloting of a more accessible version of the rights and entitlements notice in custody to explore the communication practices with vulnerable detained persons from the perspectives of professionals within the Criminal Justice System. As a legally mandated text in a context heavily imbued with organisational power, the rights and entitlements notice in custody has sociological significance as a lens through which organisational practices, and understandings, can be examined. The stressful, fast-paced and transitional context of custody shapes communication and interaction in ways that are challenging for the detained person and also the professionals who support them.     

Approaches to gender-awareness raising: experiences in a government education project in Nepal

This article describes some of the main cultural influences on gender and education in Nepal and the fact that geographical and cultural factors determine the enrollment access of children, which is relatively high for both sexes at the primary level and very low for girls at the secondary level. Next, the paper summarizes the Nepal Secondary Education Development Project, which seeks to improve access to and quality of secondary education and introduced two distinct but complementary training initiatives to address gender-related inequalities: 1) the inclusion of a relatively conventional gender training unit within an in-service teacher-training unit to address the problems caused by the lack of women teachers, by exclusionary teaching styles, and by expectations that girls will not perform as well as boys in some subjects and 2) participatory gender-training workshops held in each of Nepal's development regions. The workshop outcomes are then considered in light of the gap that exists between awareness and action, suggestions that arose to promote change through decentralizing and democratizing the education process, and actions that have taken place since the workshops occurred. The article concludes with a consideration of the nature of gender training given that the very different activities described had similar results because participants were able to identity gender disparity themselves instead of having "gender" applied as a label to their training activities.     

Men,masculinity and "gender in development"

Articles and training materials on gender issues always talk about women. This focus is logical given the main goal of fostering the involvement of women as equal partners in the development process. The problems faced by men are rarely considered. Moreover, gender training, one of the core strategies of gender and development practice, rarely addresses men's experiences as men. By ignoring the complexities of the male experience, characterizing men as the problem, and continuing to focus upon women as the oppressed, development initiatives attempting to be gender-aware can fail to effectively address the issues of equity and empowerment. The author focuses upon the implications of recent work in feminist theory and questions of masculinity, stressing the need to consider the complex and variable nature of gender identities, and to work with men in exploring the constraints of dominant models of masculinity.     

Living up to the standards we set: A critical account of the development of anti-racist standards

In this paper we reflect on the work in progress to maintain an active focus on the impact of racism in society, its implications for social work practice, and the development of anti-racist strategies within the whole spectrum of anti-oppressive practice in social work education. We look at some of the ways in which this is being tackled in social work training programmes nationally, and share some of the dilemmas and difficulties encountered in the South West, as well as the achievements so far. We wish to invite debate through a discussion of the processes, principles and context of four years' work to set minimum standards for anti-racist practice. Our aim is to move forward from identifying the problem [S. Collins, P. Gutridge, A. James, E. Lynn & C. Williams (2000) Social Work Education, 19(1), pp. 29-43] to implementing positive change in both content and method of integrating anti-racist strategies in social work and assessing student practice. At all stages of the development work care has been taken to avoid the separation of racism from other forms of oppression and to acknowledge the ways it reconstitutes the experience of service users from minority and majority ethnic groups [F. Williams (1989) Social Policy: A Critical Introduction (Cambridge, Polity)]. It is in this context that agreed standards for anti-racism within anti-oppressive practice are being articulated and adopted or considered by DipSW and Post Qualifying programmes within the Far South West of England. Local DipSW programme personnel in the region have worked consistently to achieve a positive, inclusive and dynamic approach to integrate anti-racist practice in social work education programmes. The authors write from the perspective of being White. We are members of a Forum for Anti-Racist Practice Development and are involved in the development work in different ways. This paper is our perspective of the work for which many individuals and institutions are responsible. We do not represent all those involved, and seek to celebrate rather than claim credit for the work.     

The Social Dynamics Channelling Latina College Graduates into the Teaching Profession

Sociologists examine the persistence of occupational sex segregation in two primary ways, vertically (within occupations) and horizontally (across occupations). Feminist scholars analysing gender and race inequality within work organizations have used ‘glass escalator’ and ‘glass barriers’ to document men's experiences in occupations where women concentrate, falling under the vertical epistemology. These race and gender theories are crucial to our understanding of workplace inequities, but they only address privilege or discrimination once women have entered or try climbing the work organization. Based on interviews with 40 Latina teachers in Southern California, this paper examines the point of occupational entry, and explains why college‐educated Latinas, the daughters of working‐class Latino immigrants, are disproportionately entering the teaching profession in the United States. We suggest that Latinas are socially channelled into the teaching occupation, and show how collective family considerations inform agency and occupational decision‐making for these women, resulting in a type of glass ceiling shaped by family and social class. The paper concludes with a discussion of the implications of collective‐informed agency for future studies of upwardly mobile Latinas in the professions.     

‘Now,We Have the Same Rights as Men to Keep Our Jobs’: Gendered Perceptions of Opportunity and Obstacles in a Mexican Workplace

Drawing on extensive qualitative data at a Mexican‐owned multinational corporation, this case study investigates professional employees’ perceptions of changes to a prohibitive work policy requiring women to quit working upon marriage and having children. Employees believed the policy change meant working women were valued employees, but how this translated into opportunity highlighted distinct views of the types of positions professional women could occupy at the company, reinforcing sex‐segregated job allocation. Whereas women's narratives pointed to cultural resistance, men's narratives attributed the dearth of women in higher level positions to their lack of professionalism and commitment to work. The work policy change only guaranteed the right for women to work as the company modernized to fit the neoliberal demands of the global marketplace. Now women faced the challenge of turning that right into career advancement in a traditionally masculine‐defined company. I argue that even with the policy change, gendered discourses on women in professional occupations constructed and maintained gender inequities in the workplace. This study contributes to the scholarly discussion on gendered discourses within the context of global restructuring by showing how mechanisms at work maintain gender inequity in the workplace.     

The postfeminist ideology at work: Endorsing gender essentialism and denying feminine devaluation in the case of design work

Feminist scholars define ‘postfeminism’ as a set of ideas that both endorse and disavow feminism. Recent work documents postfeminism in interviews of women talking about experiences with gender inequality at work. The present study extends existing theorizations by showing how postfeminism obfuscates ongoing inequality at work. To do this I specify postfeminism in the terms of two mechanisms by which work becomes gender typed: gender essentialization and feminine devaluation. By relating the literature on postfeminism to sociological research on the persistence of gender typing of work, I show how ‘postfeminist ideology’ amounts to a double entanglement with gender typed work. In other words, postfeminist ideology drives distinct stances towards gender essentialization and feminine devaluation. I draw on 40 interviews with product designers in the United States to show this presents empirically. Designers essentialize differences between men and women designers, even mobilizing difference to claim greater inclusion of women designers, who are thought to empathize best with women consumers. Yet when essentialization is accompanied by feminine devaluation, designers deny it and it goes unrecognized. Because of this, the postfeminist ideology celebrates essentialized gendered differences, but insists on overlooking devaluation, which is a key element of ongoing gender inequality.     

Social support networks,instant messaging,and gender equity in refugee education

ABSTRACT

This paper addresses the role of instant messaging chat groups to support teacher training and gender equity initiatives in Kenyan refugee camps. Our findings are based on survey data with refugee teachers in Dadaab and Kakuma refugee camps (n?=?203), group interviews with refugee teachers in Kakuma (n?=?21), and interviews with international instructors of teacher training programs in Nairobi, Toronto, and Vancouver (n?=?14). In our analysis, we apply amplification theory, feminist science and technology studies paradigms, and considerations of transnational approaches to understand the use of instant messaging among refugee teacher communities. Our framework explores how social and cultural norms are amplified through transnational text and instant messaging related to teacher training and in support of gender equity. Peer-to-peer group chats draw on transnational learning opportunities and expand these engagements through group chats between men and women refugee teachers across camps as well as through community engagement about gender equity initiatives in education. International instructors identify both value and hesitation in navigating the quantity and content of these communications, such as learning more about refugee teachers’ daily lives in the camps and concern about following and managing the amount of communication that can ensue over chat groups. Our work has practical implications for transnational teacher training programs in refugee camps, illuminates how mobile technology and chat groups allow women and men in the community to engage and support girls’ education, and questions how text messaging affects the lived and day-to-day experiences of women refugee teachers.     

Challenging Demography: Contributions from Feminist Theory

Demography as a field has made limited progress in its work on understanding the role of gender in demographic change for several reasons. This paper explores the theoretical, methodological, and political influences on this understanding. For example, demography can be seen as a field that because of its stability and resources, has not been forced into the crises that might force it to question its assumptions and methodologies; it has not developed a tradition of reflexivity, one which might address alternative approaches to this and other issues, such as the political nature of population work. In addition, partly because of a reliance on certain kinds of methodological approaches, demographers tend to use measures of gender that reflect individual characteristics rather than those that allow understanding of gender at a larger level, or provide information beyond the individual. The result is a particular approach to gender within demographic studies. Feminist theoretical approaches to gender could contribute to the field and the study of population change in general in several key ways.     

Globalizing ‘Girl Power’: Corporate Social Responsibility and Transnational Business Initiatives for Gender Equality

The recent emergence of ‘transnational business feminism’ [Roberts, A. (2014). The political economy of ‘transnational business feminism’. International Feminist Journal of Politics, 17(2), 209–231] accompanied by numerous ‘transnational business initiatives for the governance of gender’ [Prügl, E., &; True, J. (2014). Equality means business? Governing gender through transnational public–private partnerships. Review of International Political Economy, 21(6), 1137–1169] constitutes a significant area of debate in the feminist political economy literature. In this paper I focus on the confluence of the corporate social responsibility (CSR) agenda with the visibility of gender issues in development and the resultant corporate agenda for the promotion of women and girls’ empowerment. The paper draws on two gender-focused World Bank collaborations with private sector actors: the Global Private Sector Leaders Forum and the Girl Effect campaign. The paper argues that the dominant model of corporate citizenship inscribed within the discourse of transnational business initiatives is framed in terms of capitalizing on the potential power of girls and women, achieving an easy convergence between gender equality and corporate profit. I suggest that the construction of an unproblematic synergy between these goals serves to moralize corporate-led development interventions and therefore does not challenge corporate power in the development process, but instead allows corporations to subscribe to voluntary, non-binding codes and cultivate a socially conscious brand image.     

Pornography, Panopticism and the Criminal Justice and Immigration Act 2008

In May 2008, the Criminal Justice and Immigration Act was passed in the United Kingdom. Among other things, this made it an offence even to possess what it describes as an 'extreme pornographic image'. This paper analyses the particular factors which gave rise to this measure, support for it amongst the police and politicians, and the problems which are likely to arise from attempts to enforce it. In particular, the paper argues that the measure is so ill-conceived that it is likely to criminalise the possession of a far wider range of images than was originally intended. More generally, the paper examines the Act in the context of (a) the increasing tendency on the part of governments both democratic and non-democratic to attempt to regulate the Internet and its users; (b) the development of the 'surveillance society'; and (c) New Labour's marked tendency to legislate for private and personal realms traditionally regarded as out-of-bounds in a democratic polity. The paper concludes that the Criminal Justice and Immigration Act is a disturbing symptom of the development of the United Kingdom as not simply a surveillance society but also a post-social democratic state.     

Disabled people's access to social work education--ways and means of promoting environmental change

Disabled people are under-represented among social workers. It is argued that this results in lack of diversity in the workforce and in reduced opportunities to make service delivery more inclusive. An audit tool is outlined which can be used to identify barriers and strengths at DipSW programme, university site, agency site and individual student level to disabled people entering social work education. Completed audits could then form the basis of DipSW Programme Development Plans or curriculum plans for individual students, as required. Review mechanisms at the different levels would help ensure that attention to planning and action does not get lost. Assessment issues and aspects of the practice teacher/student/tutor relationships are also discussed. Disability equality training is seen as a central component of audit and provision. The need for proactive, not reactive, policies is made clear.