Ayahuasca healing beyond the Amazon: the globalization of a traditional indigenous entheogenic practice

Ayahuasca commonly refers to a psychoactive Amazonian indigenous brew traditionally used for spiritual and healing purposes (that is as an entheogen). Since the late twentieth century, ayahuasca has undergone a process of globalization through the uptake of different kinds of socio‐cultural practices, including its sacramental use in some new Brazilian religious movements and its commodified use in cross‐cultural vegetalismo practices, or indigenous‐style rituals conducted primarily for non‐indigenous participants. In this article, I explore the rise of such rituals beyond the Amazon region, and consider some philosophical and political concerns arising from this novel trend in ayahuasca use, including the status of traditional indigenous knowledge, cultural appropriation and intellectual property. I discuss a patent dispute in Unites States and allegations of biopiracy related to ayahuasca. I conclude the article with some reflections on the future of ayahuasca drinking as a transnational sociological phenomenon.     

Ethnicity,Language, and Economic Well‐being in Rural Guatemala

Abstract We examine ethnic differences in objective and perceived economic well‐being in rural Guatemala. The evidence shows that long‐standing ethnic differentials in objective indicators of household economic well‐being actually widened between 1988 and 1995, a period characterized by rapid economic growth rates. We examine the effects of a major determinant of household economic well‐being in rural Guatemala, educational attainment, in accounting for ethnic and language differentials in household consumption. Our results show that returns to education appear to be substantially lower for indigenous households, especially indigenous households where the head of household does not speak Spanish. Ethnic differentials in perceived economic well‐being do not strictly parallel differences in objective indicators of well‐being. Indigenous women with any education are more likely to report relative economic deprivation than are non‐indigenous women, or ladinas, controlling for objective measures of household wealth.     

Opportunities for transnational indigenous eco‐politics: the changing landscape in the new millennium

Abstract In the late 1980s, Amazonian indigenous peoples captured the imagination of northern policy circles and the larger public by strategically representing themselves as the solution to the environment‐development quandary. They accomplished this in part through linkages to northern environmental and human rights organizations. The formation of such transnational networks was made possible by a uniquely favourable cultural, political and economic climate that increased indigenous peoples’international visibility. Since that time, however, the landscape has changed and constricted earlier opportunities. Salient shifts include the ideological and financial polarization of the rainforest movement, a relative absence of Amazonian issues from international mass media and, overall, a devaluing of indigenous identity. The Amazon Alliance, a coalition formed out of a 1990 meeting between Amazonian indigenous groups and northern non‐governmental organizations, is the point of departure for a larger discussion of the changing landscape of opportunities for transnational indigenous eco‐politics.     

Parental involvement in the development of a culture‐based school curriculum

This study focuses on parental involvement in Sámi schools when developing a culturally sensitive school curriculum. The research recognizes a number of competing and complementary interests that play a role when constructing structures and policies in curriculum development. Two Sámi schools in Sweden with 115 pupils, their parents and 27 teachers were included in a longitudinal three‐year study. Interviews, school visits, videotapes and document analysis were used to gather information. The results indicate the invisible existence of culture‐based school practice and curriculum texts. The lack of contact among homes, schools and community culture was obvious. Parents and teachers expressed an interest in developing a culture‐based local curriculum through a process of reflecting on and creating an education incorporating the past, the present and the future. The study showed that parents, pupils and teachers experienced increased awareness in culture‐based schoolwork. The study pointed to a desire for cooperation between home and school in the development of a culture‐based school curriculum and a school practice supported by a culturally responsible teacher.     

Different and unequal: the educational segregation of Roma pupils in Europe

This article analyses and welcomes the decision of the Grand Chamber of the European Court of Human Rights which held that the use of special schools for Roma pupils was contrary to the right to an education coupled with the prohibition on discrimination. The decision has wide ramifications for the education of minority, particularly Roma, pupils who are often sent to remedial schools or special classes as an alternative to mainstream, integrated education. It is argued that such segregation, whilst it may arise from a legitimate intention to address educational disadvantage, cannot achieve such a goal in a climate of separation and intolerance which permeates the wider society. The Grand Chamber’s willingness to scrutinise the wider societal context and to allow statistical evidence to suggest a prime facie case of indirect discrimination, will be welcomed by those seeking a more pro‐active non‐discrimination platform from the European Court of Human Rights (ECHR).     

Enhancing academic achievement through cooperative learning. How it works

An educational application inspired by social constructivism, such as can be found in the theories of Vygotzky (1962, 1978) and Piaget (1925), was attempted, in order to improve the academic achievement of children studying in a heterogeneous class. A MANOVA analysis based on a study of 1046 pupils (8 to 11 years old, studying in 36 classrooms) shows that teaching within the framework of a cooperative learning program named ‘Complex Instruction’, when compared to frontal instruction, improves academic achievement, especially that of lower level children. Improvement seems to be primarily the result.of students’ verbal interaction, while non‐interaction is either not related or related negatively.     

Patterns of Informal Job Matching across the Life Course: Entry‐Level,Reentry‐Level,and Elite Non‐Searching*

The character and outcomes of informal job matching vary at different stages during people's lives. This is illustrated through an examination of non‐searchers—people who get their jobs without searching thanks to receiving unsolicited information about job openings. Examining data from the 1979 cohort of the National Longitudinal Survey of Youth, I identify three distinct patterns of non‐searching. Early in the work career, “entry‐level” non‐searchers acquire their first few jobs often while still in school. During the mid‐career, “reentry‐level” non‐searchers tend to be women with little work experience who have been out of the labor market taking care of family responsibilities. Finally, “elite” non‐searchers tend to be male, highly experienced in their field, with very short gaps between employment. All three lack an economic urgency to get a job, but only the elite non‐searchers match prevailing assumptions of non‐searchers as the best connected and most advantaged workers. These findings highlight the importance of incorporating a life course perspective into the study of informal job matching.     

Film as a political and educational device: talk about men,male sexuality and gender among Swedish youth

This article explores how upper secondary school pupils (16–18 years of age) talk about sex trafficking in mixed‐gender groups after having seen the Swedish film Lilya 4‐ever directed by Lukas Moodysson. An initiative to show the film during school hours was taken by the Swedish government in July 2003. The aim was to promote gender equality and decrease the sex trade. A video ethnographic study was undertaken in three media classes during film viewing and teacher‐led follow‐up discussions. The present article, drawing on critical discourse analysis, visual culture and positioning theory, demonstrates how pupils approach close‐up scenes of sexual abuse primarily by talking about men and male sexuality. Female and male pupils collaborate with teachers to construct men and male sexuality as an extensive structural problem in society with no hope for change. The analyses also show how gender differences are constructed in classroom interactions around the film.     

Negotiating the dichotomy of Boffin and Triad: British-Chinese pupils' constructions of 'laddism'

Little research has examined constructions of gender among young British‐Chinese. This paper seeks to further understanding in this area, particularly in relation to notions of ‘laddism’ currently deployed in educational policy discourse around gender and achievement. As a group British‐Chinese boys tend to very high achievement in the British Education system. The notion of ‘laddish behaviour’ as an explanation for boys’ apparent underachievement in comparison to girls at GCSE level was discussed with British‐Chinese pupils. An overwhelming majority of British‐Chinese pupils supported this explanation, and a majority of these pupils applied notions of ‘laddish behaviour’ to British‐Chinese boys, to some extent contesting stereotypes of the Chinese as uniformly ‘good pupils’. However, the discourses of ‘the good Chinese pupil’ and ‘Chinese value of education’ were frequently drawn on by pupil respondents, with the result that the pupils often presented British‐Chinese manifestations of ‘laddism’ as mild versions in comparison with pernicious ‘others’. The paper discusses different presentations of laddism among some of the male respondents. It concludes by analysing the impact of ‘raced’ and gendered discourses on British‐Chinese constructions of masculinity. British‐Chinese boys may be able to adopt versions of masculinity which do not impede their learning, but this tended to result in their masculinity being problematised in teacher discourse.     

School adjustment difficulties of immigrant children in Greece 1

This paper presents the methodology and main results of a longitudinal study in Greece that explored the learning and psychosocial difficulties of immigrant pupils, as compared with those of their Greek classmates. The ‘Teacher–Child Rating Scale’ (T‐CRS) and ‘Child Rating Scale’ (CRS) were used as instruments to measure the school adjustment difficulties of the sample, according to their teachers’ ratings. A total number of 3561 scales were selected, and completed in full (by teacher and pupil) for each pupil. The sample of the study consisted of 5th and 6th grade primary school pupils (10–12 years) of Greek‐origin families who came from the former Soviet Union (n ₁=1100). The control group consisted of Greek classmates of the immigrant pupils (n ₂=713). Also, teacher attitudes towards the effectiveness of current educational policies in Greece for immigrant pupils, as well as the difficulties they face during the teaching process, were explored through semi‐structured interviews (n ₃=165). Immigrant pupils were interviewed to gain a better picture of their attitudes towards the Greek school (n ₄=260). This paper presents some of the research findings that focus on learning and psychosocial difficulties. Finally, suggestions are offered for Greek educational policies pertaining to immigrant pupils.     

‘Making Pies’—A Way of Exploring Pupils’ Views on Curriculum Innovation

This article examines the use of focus groups (FGs) as a way of gathering pupils’ views on the implementation of new curricula. We provide illustrations of creative activities, which were especially designed for a case‐study research project exploring the views of 11‐year‐old pupils in English schools adopting an innovative approach to the Year 7 curriculum. We argue that combining FGs with creative methods encourages pupils to take an active role in interviews, enriches the quality of the data being collected and enhances the place of FGs as important tools in eliciting pupils’ voices for both research and curriculum planning purposes.     

Supporting pupils with special health needs in mainstream schools: policy and practice

Education policy favouring ‘inclusion’, together with medical advances, mean that a growing number of pupils in mainstream schools may have health‐related support needs in respect of a chronic illness or physical disability. Data from an empirical research study investigating these needs and carried out between 1996 and 1998 are used to reflect on the position of this group of pupils within policy guidance on special educational needs (SEN) and medical needs. Evidence of confusion and ambiguity, both in the guidance and its interpretation, suggests that the needs of this group remain somewhat hidden. More recent developments in special needs policy guidance are discussed in terms of the prospect for strengthening support for this group of pupils. Copyright © 2001 John Wiley & Sons, Ltd.     

Scale,networks, and information strategies: exploring indigenous peoples' refusal of a protected area in Suriname

In this article, we examine the response of three indigenous communities in western Suriname to the proposed establishment of a protected area on their traditional lands. In particular, we focus on how the transnational, national and sub‐national networks associated with indigenous rights and protected areas influenced the decision the communities made to reject the protected area. Central to the analysis are the concepts of scale, networks and information; we explore how a national indigenous rights organization used scale and networks to relay information strategically and empower communities in their decision‐making. However, while scale was an empowering political tool, it has also served to disempower indigenous peoples in Suriname through the continuing importance of the state in protected area implementation and legal claims to lands and resources.     

Influence of female managers on gender wage gap and returns to cognitive and non‐cognitive skills

There is a modest but growing empirical body of evidence on the influence of managers' gender on the wages of their male and female subordinates. Most of these studies, however, suffer from a very raw approximation of the managers' gender by the share of women in charge, and often lack many important gender‐specific personal characteristics, such as non‐cognitive skills and life–work preferences, which can lead to biased results. This article copes with the mentioned deficiencies by employing a very rich and representative dataset of 1948 employees from the Czech Republic. It reveals surprising results as it shows that the gender of the manager has an effect on the level of wages, but not on the gender wage gap. It also shows that the gender of the manager and his/her subordinate has only a weak impact on the remuneration of an employee´s non‐cognitive skills and life–work preferences.     

Who cares? A lack of self‐care for women in the non‐profit/non‐governmental sector

In this article I examine the lack of self‐care regimes for women working in the non‐profit/non‐governmental sector. While I draw on ethnographic research conducted in the Malaysian context of women's organizations, the issue of self‐care for activists and feminist activists is a global one that crosses borders and boundaries. I explore the gendered nature of care and care professions to demonstrate how women are predominantly affected in these working environments. To date, there has been little scholarship on self‐care and care in non‐profit/non‐governmental working environments. Using interviews with women working in the sector, I argue that women's emotional, mental and physical health comes at a cost in these hectic workplaces. This article contributes to the literature on gender, work and care in women's organizations by taking seriously women's concerns working in these spaces, where they experience self‐neglect and institutional barriers in care regimes.     

The Experience of Academic Non‐Mothers in the Gendered University

In this article we report on data from an empirical study concerned to explore the experience of women academics managing non‐motherhood and work in the gendered university. Although there is a growing body of work on the gendered experience of higher education in general and the experience of mothers as academics in particular, as yet there is little on non‐mothers and work. Drawing on our data we suggest that non‐mothers as well as mothers are affected by the ideology of motherhood and this has consequences for non‐mothers as workers within the academy. In addition to being perceived by students and other staff as ‘natural’ carers because they are women, academic non‐mothers are expected to put in the time and energy that mothers can not. However, as our data demonstrate, non‐mothers often have caring responsibilities outside the institution too. Overall, we argue that non‐motherhood needs to be recognized for the complex identity that it is.     

Mixed Repertoire of an Indian Labor Movement, 1990–2006*

This article analyzes the protest repertoire of an Indian labor movement between 1990 and 2006. Chhattisgarh Liberation Front led a seventeen year struggle against the industrialists and state in central India for the recognition of contract workers' entitlements. During this long contentious history, the movement deployed disruptive repertoire, ranging from relatively legitimate “wild‐cat strikes” (illegal stoppage of work) to extreme physical attacks, against the industrialists, and non‐disruptive repertoire, ranging from disciplined participation in court‐cases to mass martyr day celebrations, against the state. The mixed repertoire points at the two distinct capacities in which the movement was acting, as a radical trade union against the industrialists and a social movement in relation to the state. The finding suggests that the CMM participants perceived the state as holding genuine power, and their relation to it as citizens, and perceived the industrialists, despite their being indigenous capitalists, as adversaries.     

Behind the Numbers: Talking Politics with Foreign-born Chinese Americans

This paper discusses results of in‐depth follow‐up interviews conducted with selected individuals of Chinese descent residing in Los Angeles and San Francisco who were previously chosen at random to participate in the 2000 and 2001 Pilot National Asian American Political Survey. A total of 15 male and female informants who had migrated from Taiwan, mainland China, and Hong Kong were interviewed in Mandarin Chinese. They were asked to compare the performance of the US Government with that of the government in their respective ethnic homeland. They were also asked to explain their reasons for supporting a certain US political party, ideology, and type of candidate. In addition, they commented on the state of political participation or the lack of it among Chinese Americans. Finally, they explained the complexity of their ethnic self‐identification and experiences of racial discrimination. Their responses were interpreted within the context of the historical formation of the Chinese American community as well as the summary results of the mass opinion survey. The results help dispel myths about Chinese Americans being politically indifferent and irrational. They help illuminate the possible relationships among ethnic identity, homeland politics, and political participation in the host land. They also provide exciting insights into improving the survey instrument for a majority immigrant and non‐Anglophone population.     

‘Sit in the corner and don’t eat the crayons’: postgraduates with dyslexia and the dominant ‘lexic’ discourse

The lack of cultural diversity in higher education is recognised by policy objectives and a current focus on the development of widening participation for a range of students, including those with disabilities. Amongst this group are those with dyslexia who might previously have been disenfranchised from formal education and under‐represented within it. This paper explores the personal narratives and learner histories of six postgraduates and academics with dyslexia from their earliest memories of learning to their present experiences. It examines how literacy, as a dominant form of discourse, has defined concepts of academic ability resulting in the early exclusion of these learners from formal education. It is argued that this dominant discourse can be challenged by non‐authorised, informal learning resulting in stories of resistance.