Being Indian in post-colonial Hong Kong: Models of ethnicity,culture and language among Sindhis and Sikhs in Hong Kong

Using data from four focus groups, this paper examines the ways in which Hong Kong Sindhis and Sikhs talk about ethnic identities and their relationships to culture and language. It finds that in all the groups, a range of different ‘cultural models’ (Gee, 1999 Gee, James Paul. 1999. An Introduction to Discourse Analysis: Theory and Method, London: Routledge.  [Google Scholar]) of ethnicity, culture and language are drawn upon, with the same participants sometimes using several different models as they position themselves within the group discussions. However, the data also suggest that there may be a tendency for the two communities to foreground different models of ethnicity. Specifically, Sikh participants tend to draw more on an essentialist model of ethnicity than do the Sindhis, while the Sindhis seem to be more prepared to draw on more flexible models of the relationships between identity, culture and language.     

What do women with learning disabilities say about their experiences of domestic abuse within the context of their intimate partner relationships?

In 2001 the UK Government launched its strategy ‘Valuing People’. The strategy, underpinned by the Human Rights Act 1998 (Ministry of Justice 1998 Ministry of Justice. 1998. The Human Rights Act, London: HMSO.  [Google Scholar]), the Disability Discrimination Act 1995 (Home Office 1995 Home Office. 1995. Disability Discrimination Act, London: HMSO.  [Google Scholar]) and social inclusion claimed to outline ways for services to work, to meet the needs of individuals with learning disabilities . In this qualitative study, interviews were held with five women with learning disabilities, all of whom experienced domestic abuse from intimate partners. Although women sought help from services to leave their abusive partners, it was either denied or inappropriate to their needs. Women internalised the oppression of their partners and the dual abuse from services that failed them. Helpful service provision included advocacy, a domestic abuse therapy programme, and an empowerment group informed by feminist perspectives.     

Rethinking Theory

‘Capitalist racist patriarchy’ is how Zillah Eisenstein (1998 Eisenstein, Z. R. 1998. Global Obscenities: Patriarchy, Capitalism, and the Lure of Cyberfantasy, New York: New York Press.  [Google Scholar]) characterizes global inequalities and the hierarchies of ‘difference’ they constitute. This article assumes that feminist theory aims not only to ‘empower women’ but to advance critical analyses of intersecting structural hierarchies; that this entails not only a critique of patriarchy but its complex conjunction with capitalism and racism; and that such critique requires rethinking theory. Through a critical lens on devalued (‘feminized’) informal work worldwide, the article explores how positivist, modernist and masculinist commitments variously operate in prevailing theories of informality – including those of feminists – with the effect of impeding both intersectional analyses and more adequate critiques of capitalist racist patriarchy.     

A Sociology of Race/Ethnicity Textbooks: Avoiding White Privilege,Ahistoricism, and Use of the Passive Voice

Despite the centrality of the study of race and ethnic relations within the discipline, few studies have analyzed the relative merits of race/ethnicity textbooks on the market today, nor how well they represent the current state of the research. This article addresses this problem through a content analysis of the five best-selling race/ethnicity textbooks in the field. The findings suggest that these sociology texts generally avoid the issue of white privilege, are often ahistorical, and usually adopt the use of the passive voice in accounting for racism. I argue that these problems not only fail to reflect recent developments in the sociology of race/ethnicity accurately, but they also interfere with a student's ability to understand race as a social construction and to place contemporary racial inequalities in an historical context. Additionally, by utilizing the passive voice in their discussion of racism in the United States, textbooks often fail to implicate the perpetrators of racism, generally whites, reinforcing the dominant ideology that American society reflects what Bonilla-Silva (2006 Bonilla-Silva, Eduardo. 2006. Racism without Racists: Color-Blind Racism and the Persistence of Racial Inequality in the United States, 2nd, Boulder, CO: Rowman and Littlefield.  [Google Scholar]) has termed “racism without racists.”     

Using reflection and dialogue to prepare social work students for practice with LGBT populations: An emerging pedagogical model

ABSTRACT

Using analysis of student focus groups, this article describes the learning experiences of graduate social work students in a semester-long course on social work with lesbian, gay, bisexual, and transgender (LGBT) individuals and families. Deconstructing their beliefs about sexuality, gender, religion, and family was for many students both an uncomfortable and rewarding learning process. Drawing from students' voices and using the concept “creative tension” (Palmer, 1998 Palmer, P. (1998). The courage to teach: Exploring the inner landscape of a teacher's life. San Francisco, CA: Jossey-Bass.[Crossref] , [Google Scholar]), this article describes students' growth processes and how providing forums for personal reflection and dialogue supported students in this deconstruction process. An emerging pedagogical model that expands and deepens what it means to create a “safe” classroom environment for learning about LGBT issues is offered.     

Space to grow: Copyright,cultural policy and commercially‐focused music in China

A difficult copyright environment, combined with the Chinese government's continuing power over key distribution and promotion channels, including radio, television, publishing and concerts (Baranovitch, 2003 Baranovitch, N. 2003. China's new voices: Popular music, ethnicity, gender and politics, Berkeley, CA: University of California Press.  [Google Scholar]; Brady, 2006 Brady, A. 2006. Guiding hand: The role of the CCP central propaganda department in the current era.. Westminster Papers in Communication and Culture, 3(1): 57–76.  [Google Scholar]), have been key factors in the failure of international labels to secure a dominant position in China's rapidly developing domestic music market. This paper argues that while international record labels have been paralyzed by concepts of value that depend on an ability to control the copying of music products and to enforce intellectual property rights (Montgomery & Potts, 2008 Montgomery, L. and Potts, J. 2008. Global reuse and adaptation in the creative industries: Three further arguments against intellectual property based on lessons from China.. Dynamics of Institutions in Europe Working Papers, 59 Retrieved July 27, 2008 from http://www.dime‐eu.org/working‐papers/wp14/59#attachments [Google Scholar]), domestic music and entertainment businesses are actively exploring strategies that allow them to function in a weak copyright environment. Cultural policies ostensibly intended to prevent the circulation of heterodox content are having an important side‐effect: making it more attractive for music‐related businesses to promote and distribute local content. As a result, domestic music and entertainment businesses are developing a distinct advantage in the highly competitive Chinese market.     

Gender Differences in Alcohol Use and Alcohol-Related Problems: Do They Hold for Lesbians and Gay Men?

ABSTRACT

Research regarding gender differences in alcohol use and alcohol-related problems finds that men drink more and suffer higher rates of alcohol-related problems compared with women. The purpose of the current study was to examine whether these differences also exist between lesbians and gay men. A sample of 335 lesbians and gay men were recruited through lesbian and gay events, Listservs, and friendship networks. Items from the National Household Survey on Drug Abuse (Substance Abuse and Mental Health Services Administration, 2000 Substance Abuse and Mental Health Services Administration. 2000. National household survey on drug abuse: Main findings 1998, Rockville, MD: Author.  [Google Scholar]) measured alcohol consumption. The Michigan Alcoholism Screening Test (Selzer, 1971 Selzer, M. L. 1971. The Michigan Alcoholism Screening Test: The quest for a new diagnostic instrument. American Journal of Psychiatry, 127: 89–94. [Crossref], [Web of Science ®] , [Google Scholar]) and the Drinker Inventory of Consequences (Miller, Tonigan, & Longabaugh, 1995 Miller, W. R., Tonigan, J. S. and Longabaugh, R. 1995. “The drinker inventory of consequences (DrInC): An instrument for assessing adverse consequences of alcohol abuse test manual”. In National Institute on Alcohol Abuse and Alcoholism Project Match, Monograph Series, 4, Rockville, MD: U.S. Department of Health and Human Services.  [Google Scholar]) measured alcohol-related problems. Gay men tended to drink more often than lesbians, but there were no significant gender differences regarding alcohol-related problems. Research, theoretical, and clinical implications are discussed.     

Images of Struggle: Teaching Human Rights with Graphic Novels

The authors explore how graphic novels can be used in the middle and high school social studies classroom to teach human rights. The article begins with a rationale on the benefits of using graphic novels. It next focuses on four graphic novels related to human rights issues: Maus I: A Survivor's Tale: My Father Bleeds (Speigelman 1986), Footnotes in Gaza: A Graphic Novel (Sacco 2010 Sacco, Joe. Footnotes in Gaza: A Graphic Novel. New York: Metropolitan Books, 2010. [Google Scholar]), War Brothers: The Graphic Novel (McKay 2013 McKay, Sharon. War Brothers: The Graphic Novel. Toronto: Annick Press, 2013. [Google Scholar]), and March Book Two (Lewis and Aydin 2015 Lewis, John, and Andrew Aydin. March Book Two. Marietta, GA: Top Shelf Productions, 2015. [Google Scholar]). Each graphic novel is briefly discussed and classroom activities are provided. Example activities demonstrate how the texts and visuals within them can be combined to teach human rights issues. An appendix of human rights-related graphic novels is also included.     

‘The performative surprise’: parody,documentary and critique

Can parody help us to ‘re‐imagine’ the organizations and institutions we live with (Du Gay 2007 Du Gay, Paul. 2007. Organizing identity: Persons and organizations after theory, London: Sage.  [Google Scholar], 13)? Or, like many forms of critique, does parody risk being incorporated: becoming part of the power it aims to make fun of? In this paper, drawing on Judith Butler’s work, I argue that certain circumstances enable parody to destabilize hegemonic, taken‐for‐granted institutions (Butler 1990 Butler, Judith. 1990. Gender trouble: Feminism and the subversion of identity, London: Routledge.  [Google Scholar]). I explore these ideas through a reading of the Yes Men documentary (Tartan Video 2005 Yes Men. 2005. “Directed by Chris Smith, Dan Ollman and Sarah Price”. Tartan Video.  [Google Scholar]). This film features a series of humorous representations of the World Trade Organization (WTO). I show how these act to denaturalize and effectively critique this dominant force in global trade. This paper discusses the value of parody for helping us to re‐think and re‐make particular institutions and organizations. In doing so, I point to the importance of creating a spectacle in which parody can travel beyond its immediate location, so that it can reach ever newer audiences with its ‘performative surprise’ (Butler 1990 Butler, Judith. 1990. Gender trouble: Feminism and the subversion of identity, London: Routledge.  [Google Scholar], xxvi). I suggest that the rise of the Internet and inexpensive documentary techniques offer interesting new ways for achieving this.     

Children's Development as Participation in Everyday Practices across Different Institutions

Children participate in different institutional collectives in their everyday life. Home, school, and kindergarten are the institutional contexts that most children share. Although there are variations between home practices and school practices, they collectively share a common core framed by societal conditions. In drawing upon Vygotsky's (1998) Vygotsky, L. S. 1998. The collected works of L. S. Vygotsky (M. J. Hall, Trans., Vol. 5, Child Psychology), New York: Kluwer Academic/Plenum.  [Google Scholar] theory of the social situation of development and Hedegaard's (2009) Hedegaard, M. 2009. “Children's development from a cultural-historical approach: Children's activity in everyday local settings as foundation for their development”. In Mind, Culture, and Activity Vol. 16, 64–82. [Taylor & Francis Online] , [Google Scholar] theory of development conceptualised as the child's participation within and across several institutions at the same time, it has been possible to examine how school practices influence home practice and the child's social situation of development. A case study of an Australian child's participation across different institutions (family and school) was undertaken to capture and analyse the dynamic processes through which development was afforded. In the case study there was a large disjunction between institutional practices of the home and school that the child had to negotiate. Due to teacher knowledge of only the child's relation to the school institution, and not the home institution, the affordances for development and the child's changing relations to his environment, were invisible to the educators in this study. The findings suggest foregrounding an understanding of children's development as changes in children's activities and thereby changing their relations to reality across institutional practices in order to support a broader view of development in early childhood education.     

How Does a Cowboy Make Money? Using Student Curiosities to Further Elementary School Inquiries

This article explores examples of student-initiated inquiries (in Grades 1 and 5) and the opportunities and challenges with engaging in them. To explore these student-initiated inquiries, we use the C3 Framework Inquiry Arc (National Council for the Social Studies, 2013 National Council for the Social Studies (NCSS). (2013). The college, career, and civic life (C3) framework for social studies state standards: Guidance for enhancing the rigor of K–12 civics, economics, geography and history. Silver Spring, MD: Author. [Google Scholar]) and Harvey and Daniels's (2009 Harvey, S., &; Daniels, H. (2009). Comprehension &; collaboration: Inquiry circles in action. Portsmouth, NH: Heinemann. [Google Scholar]) Small-Group Inquiry Model to describe the actions and interactions of two elementary school teachers and their students as they take student-initiated inquiries through various stages of the inquiry process. With each classroom example we include the challenges the teachers encountered and we make recommendations for inquiry-based instruction in elementary social studies.     

Religious Orthodoxy and Entrepreneurial Risk-Taking

The relationship between entrepreneurship and religion is complex (Dana 2010 Dana, Leo Paul. 2010. “Entrepreneurship and Religion”. In ed, Northampton, MA: Edward Elgar Publishing.  [Google Scholar]), and religion can help or hamper the entrepreneurial process, depending on the context and culture (Dana 2009 Dana, Leo and Paul. 2009. Religion as an Explanatory Variable for Entrepreneurship. International Journal of Entrepreneurship and Innovation, 10(2): 87–100. [Crossref] , [Google Scholar]; Dodd and Gotsis 2007 Dodd, Sarah Drakopoulou and George, Gotsis. 2007. The Interrelationships between Entrepreneurship and Religion. International Journal of Entrepreneurship and Innovation, 8(2): 93–104. [Crossref] , [Google Scholar]). This article examines religious orthodoxy and its connection to one aspect of the entrepreneurial process—risk-taking within existing organizations. Using multinomial logistic regression to analyze data from the 2010 Baylor Religion Survey, the researchers find that religious orthodoxy is negatively associated with entrepreneurial risk-taking, even after controlling for traditional variables associated with entrepreneurism. It supports the idea that beliefs—and not just adherence or behaviors—are important to understanding the connection between entrepreneurial processes and religion.     

History of the American College Health Association

Abstract

Following Dr Edward Hitchcock's lead at Amherst College in 1861, soon other institutions of higher education established physical education departments that evolved into independent college health programs. As the field of college health expanded, leaders from numerous campuses began meeting to share information and discuss formation of a national organization. As a result, the American Student Health Association was founded in 1920 to promote campus health care for students and advance the interests of college health. The name was changed to the American College Health Association in 1948. The past history of this organization has been well documented in the literature, so this review will focus more on ACHA's accomplishments over the past 20 years. ¹ Turner, H S and Hurley, J L. 2002. The History and Practice of College Health., Lexington: The University Press of Kentucky.  [Google Scholar] ^{, 2} American College Health Association. A brief history, Available at: http://www.acha.org/About_ACHA/docs/ACHA_Brief_History.pdf Published 2002. Accessed February 26, 2011 [Google Scholar] ^{, 3} Boynton, RE. 1971. The first fifty years: a history of the American College Health Association. J Am Coll Health Assoc, 19: 269–288.  [Google Scholar] ^{, 4} Christmas, W A. 1992. The history of sections in the American College Health Association. J Am Coll Health, 41: 121–125. [Taylor & Francis Online] , [Google Scholar]     

Children of Homosexuals More Apt to Become Homosexual and Experience Parental Molestation: Surveys Over Three Decades

In 1996 (Cameron &; Cameron), we reported that adult children of homosexuals more frequently reported homosexual desires and sex with their parent(s). Schumm (2015 Schumm, W. R. (2015). Sarantakos’s research on same-sex parenting in Australia and New Zealand: Importance, substance, and corroboration with research from the United States. Comprehensive Psychology, 4(16), 1–29. doi:10.2466/17.cp.4.16[Crossref] , [Google Scholar]) stated he would focus on “the multifaceted research of Sarantakos (1996 Cameron, P., &; Cameron, K. (1996). Homosexual parents. Adolescence, 31(124), 757–776.[PubMed] , [Google Scholar]) and any research that has corroborated his findings,” but neglected to include ours, though published contemporaneously with Sarantakos.     

THE COMMUNITIES WE ARE REGAINING BUT NEED TO LOSE

Michael Young and Gerard Lemos’ (1997 Young, M. and Lemos, G. 1997. The communities we have lost and can regain, London: Lemos and Crane.  [Google Scholar]) text The communities we have lost and can regain has had a substantial influence on New Labour's communitarian thinking. This paper critically examines a specific aspect of New Labour's communitarian agenda, namely, its use of public housing policy to rebuild communities in order to combat social exclusion on so-called ‘sink estates’. The paper is presented in four main parts. The first part of the paper discusses how, why and to what extent ‘community’ has been lost, with particular reference to public housing estates. The second part examines why community rebuilding is now seen as the solution to the problems caused by the loss of community on public housing estates and, to this end, pays particular attention to the communitarian values that underpin New Labour's third way. The third part of the paper examines some empirical studies of community in order to highlight the key characteristics of ‘community’ and thereby develop a critical understanding of what New Labour are currently seeking to achieve. The fourth part of the paper juxtaposes this discussion of ‘community’ with a discussion of emerging socio-economic trends that have been identified in the literature on late modernity and globalization. By highlighting emerging socio-economic trends such as residential mobility into the community debate, the paper concludes by criticizing the policy of community building as ‘good for you’. Our key point is that community building restricts the residential mobility of poorer households and exacerbates (rather than combats) their social exclusion because a key indicator of social inclusion is their ability to take advantage of the social, cultural and economic opportunities that so often exist ‘elsewhere’.     

Disability,pain and love in Jewish cosmology?

Individuals with disabilities face numerous barriers that limit their inclusion within the Jewish community (Trieschmann 2001 Trieschmann, R. B. 2001. “Spirituality and Energy Medicine.” Journal of Rehabilitation 67 (1): 26–32.[Web of Science ®] , [Google Scholar]). While many Jewish communities have progressed and moved towards an attitude of ‘acceptance’ and ‘tolerance’ for people with disabilities out of religious obligation, it is often a practice without the spiritual ethical governing force and guiding principles of respect, equality, and human rights (Shatz and Wolowelsky 2004 Shatz, D., and J. B. Wolowelsky. 2004. Mind, Body, and Judaism: The Interaction of Jewish Law with Psychology and Biology. Ktav Publishing House: Yeshiva University Press. [Google Scholar]). People with disabilities are stereotyped as dependent, draining, incompetent, pitiful, victims, freaks, angels, embarrassments, innocent, pathetic, and asexual social burdens (Nario-Redmond 2010 Nario-Redmond, M. R. 2010. “Cultural Stereotypes of Disabled and Non-Disabled Men and Women: Consensus for Global Category Representations and Diagnostic Domains.” British Journal of Social Psychology 49: 471–488.10.1348/014466609X468411 [Crossref], [PubMed], [Web of Science ®] , [Google Scholar]). What is lacking is the consideration of people with disabilities as human beings. This injustice is most evident, painful, and damaging at an individual and communal level when it comes to Jewish singles and their pursuit of intimate relationships. A central Jewish value, right, and goal, one that is strongly promoted in Israeli society, is that of committed intimate relationships. However, this value does not apply to people with disabilities     

Teaching Social Register and Code Switching in the Classroom

Children in poverty have been shown to master only the informal registers of the English language (Payne 1996 Payne, R. 1996. A framework for understanding poverty, Highlands, Texas: AHA Publications.  [Google Scholar]). Unable to understand the formal register used in schools and on standardized tests, students in poverty achieve at a lower rate in school (Hodgkinson 1995 Hodgkinson, H. L. 1995. What should we call people?: Race, class and the census of 2000. Phi Delta Kappa, 77(2): 173–79. [Web of Science ®] [Google Scholar]) and choose inappropriate behaviors as a result of misunderstandings that are attributed to the inability to understand the language used in the formal register (Payne 1996 Payne, R. 1996. A framework for understanding poverty, Highlands, Texas: AHA Publications.  [Google Scholar]). A school in Cincinnati, Ohio is teaching the skills necessary for these children to translate, understand, and use other registers and codes of the English language. This article describes this curriculum and suggests that this method assists young children in poverty to learn the language of formal register and consequently experience greater academic and affective success in school.     

Historical Periodicals in the College Libraries of Pennsylvania

The author reports findings from a study that explored the methods a U.S. history teacher used to promote students' higher order thinking and engagement. The teacher, Mr. Scott (a pseudonym), challenged his urban high school students to develop stronger understandings of history by enacting elements of the teaching for understanding (TFU) curricular framework (Perkins and Blythe 1994 Perkins, D. and Blythe, T. 1994. Putting understanding up front. Educational Leadership, 51(5): 4–7. [Web of Science ®] , [Google Scholar]; Wiske 1998). This article describes how the teacher shared his learning goals with students, created interesting and engaging central questions and culminating group projects, and assessed students' performances. The findings illustrate the power of linking curricular frameworks such as TFU to practice and provide a model of what is possible (Shulman 1987 Shulman, L. S. 1987. Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1): 1–22. [Crossref], [Web of Science ®] , [Google Scholar]) for practicing teachers.