Unpopular culture: The case of ‘white trash’

ABSTRACT

This article examines ‘white trash’ as a rhetorical identity in a discourse of difference that white Americans deploy in deciding what will count as whiteness in relation to the ‘social bottom’. Surveying historiographic efforts to valorize ‘poor whites’ in contrast to ‘white trash’, and tracking the redemption of ‘redneck’ as a popular identity, the author delineates how a pollution ideology maintains a portion of whites as fitting problematically into the body of whiteness. Rather than finding an authentic voice in the numerous, current uses of ‘white trash’ in a range of popular culture production, the author instead summarizes ‘white trash’ as an other within the popular — an unpopular culture.     

Laughing otherwise: comic-critical approaches in alternative comedy

Abstract

The origins of ‘alternative comedy’ are difficult to pinpoint, though it coincided with the rise of Thatcher as Prime Minister in 1979 – that year saw the appearance of something called ‘alternative cabaret’, a term usually associated with Tony Allen, who combined activism and comedy. The acts this article will focus on are those which took a critical approach to comedy and/or politics – ‘alternative’ comedy (or altcom), therefore, as seeming to promise change through critical awareness. This paper will discuss parody as a means of critical (dis)engagement and transformation, in relation to context, and to influences such as punk. Altcom demonstrates an apparent eschewal of approaches which rely on irony and ambiguity, in favour of more ‘direct’ political engagement. It will be argued however that such ‘direct’ approach does not cancel out critical distance, but rather seeks alternative routes to establish it – namely comic and parodic overstatement, and the problematisation of ‘trust’. This entails the key questions of whether parody may take up critical distance without irony, as well as of the political implications of an approach which seeks to eliminate ambiguity. This more ‘direct’ approach however still depends on a balance of engagement and disengagement, requiring distancing from pre-established codes.     

Trotsky’s error: multiplicity and the secret origins of revolutionary Marxism

ABSTRACT

Uneven and Combined Development uniquely incorporated societal multiplicity into Marxist theory. So why did its first application end in Stalinist dictatorship? This paper seeks an answer by turning the idea back on itself, applying it first to Trotsky’s doctrine of ‘permanent revolution’ and then to Marx’s original idea of revolution. Trotsky hoped that Russia’s ‘revolution of backwardness’ would be rescued by ‘advanced’ revolutions in the West, modelled on the French revolution. But what if – as this paper argues – that event too was ultimately a ‘revolution of backwardness’? Two implications follow. First, Trotsky’s ‘permanentist’ strategy was logically flawed: if all modern revolutions have been internationally-generated catch-up revolutions, then the idea of Bolshevism being rescued by ‘advanced revolutions’ elsewhere fails. But second, the consequences of multiplicity reach even deeper than Trotsky realized: they underlie and explain the original political formation, and troubled history, of revolutionary Marxism itself.     

Developing social work students’ professional identity: the role of England’s Professional Capabilities Framework

ABSTRACT

Developing professional identity is a key aim of social work education. This paper argues that the Professional Capabilities Framework (PCF) – a holistic, capability approach to student assessment used in England’s social work education programmes – is ideally placed to promote the development of students’ professional identities. The paper discusses two research studies, each of which was stimulated by significant policy changes in England’s social work profession. The author draws out the implications of both studies for supporting social work students to develop their professional identities. It is concluded that the PCF is valued by practice educators as an assessment and teaching tool, while acknowledging that its future is uncertain due to the lack of continuity impacting on England’s social work profession. This paper is equally of relevance for social work educators outside the UK who may be developing and evaluating their assessment approaches and also for those experiencing the impact of rapid policy changes in their own countries.     

Mature-aged Social Work Students: Challenges,Study Realities,and Experiences of Poverty

There has been a substantial increase in mature-aged students enrolled in higher education in recent decades. Equally, mature-aged women, often with family responsibilities, are well represented in social work degree programs. In this article, the findings from the National Study of Social Work Students (NSSWS) are examined in relation to mature-age students to better understand their study experiences, and factors that may be impeding their ability to take advantage of a university education. What is clear from the data is that many mature-age social work students were experiencing poverty at higher rates than their younger counterparts who were themselves financially struggling at higher than average rates for domestic Australian tertiary students. Here, mature-age social work students’ experiences and perspectives are presented using quantitative data and students’ own qualitative responses. The results have important implications for social work educators and administrators, and wider policy ramifications regarding student equity.

IMPLICATIONS

• These findings provide a spotlight for national bodies, universities, educators, policy makers, sector partners, and researchers into the under-researched, lived realities for mature-aged Australian social work students.

• Better understanding the grinding effect of poverty on many mature-aged social work students can spur political action to enact systemic change.

     

Making bowels move: Justice without the limits of reason alone

Abstract

This paper responds to the violence inherent in modern ‘formal’ conceptions of justice which sever the ‘cultural’ from the ‘political’. As a counterpoint to this dominant rendering of justice the paper explores an alternate justice whose character is typified by the disposition and exigencies of the viscera.     

“It’s a whole orchestra”: what are the instrumental elements in quality field education?

ABSTRACT

Field education is widely upheld as an essential component of social work education; however, definitions of ‘quality’ field education are contested. Increasing competition for placements in Aotearoa New Zealand has placed considerable pressure on tertiary providers and organizations to provide placements considered to be ‘of quality’. Current conversations across the social work sector are emphasizing the importance of further examination of placement quality. While the development of national field education guidelines for field educators has assisted in clarifying their particular contribution to successful placements, equivalent guidelines for other stakeholders do not currently exist.

This timely study generated qualitative data through interviews with agency managers, academic staff and students. The findings present their perspectives on elements that contribute to ‘quality’ field education. Overall, the participants agreed ‘quality’ field education is underpinned by a focus on student learning alongside a desire from the organization and the field educator to support a student placement. Student readiness and suitability, a match between the student and the placement, adequate preparation and understanding of the responsibilities of each stakeholder role were noted. The development of national guidelines on the responsibilities, skills and knowledge of students, organizations and academic staff engaged in field education is recommended.     

Hope over fear: social work education towards 2025

ABSTRACT

Prediction of possible futures is fraught with dangers. Neither the global economic crisis which erupted in 2008 nor the political earthquake which shook Scotland over the issue of independence during 2014 was foreseen by many commentators, if indeed any. Given these experiences, predicting where social work education might be in 2025 is a potentially hazardous enterprise. Nevertheless, the recent resurgence of interest in utopian thinking reflects a widely felt desire to go beyond ‘capitalist realism’ and to envisage different possibilities – a desire also reflected in political developments in Greece and Spain. This development is primarily in reaction to the dominance of another form of utopian (or dystopian) thinking: neo-liberalism, with its message that ‘there is no alternative’. In this paper, I will argue that that search for alternatives has important implications for social work and social work education. Following a discussion of the ways in which neo-liberalism has shaped the profession over two decades, the paper will identify current challenges to neo-liberal social work and social work education and more widely, to the politics of austerity. Drawing on examples from different countries, I will argue that this ‘new radicalism’ points the way to a more politically engaged social work education.     

‘Globalisation’, Governance and social work: Some implications for theory and practice

Abstract

This article focuses cautiously on the implications of ‘globalisation’ for social work theory and practice. In drawing on recent debates it is argued that, despite its contested meaning, ‘globalisation’ points to a range of rapid and fundamental socioeconomic and political transformations that have impacted upon entire regions of the work. Some of these transformations are identified and analysed in terms of their consequences for transnational, national and local populations. It is proposed that the prevailing consequences of globalisation in terms of social inequality and allied modalities of governance are negative, and that this has important implications for the profession of social work. Effective strategies for confronting the challenges posed by ‘turbo capitalism’ may be found in alliances across global social movements and professional groups, including social workers. The challenges are profound.     

Comparing the Effectiveness of an Online Human Diversity Course to Face-to-Face Instruction

ABSTRACT

This study expands the literature of online human diversity courses in social work by comparing the effectiveness of these courses to face-to-face instruction. To measure effectiveness, pre- and posttests were completed by 117 students. The instrument used measured awareness of and ability to recognize cultural diversity and oppression and the level of belief that our society is just. The findings suggest that online and face-to-face students showed an increase in their awareness of diversity and oppression issues with little to no significant difference between the two groups. Although not statistically significant, the online students’ belief in a just world decreased, whereas their face-to-face counterparts showed an increase, which was an unexpected finding. Implications for online social work classes are discussed.     

An international politics of Czech architecture; or,reviving the international in international political sociology

ABSTRACT

Politics was long overlooked in analyses of architecture. International politics still is. Yet one of the sub-fields of International Relations seemingly best equipped to address this oversight, ‘International Political Sociology’ (IPS), is at a crossroads with leading scholars bemoaning the dominance of Sociology over the political and the international. They concur on the need revive the political, but some advocate abandoning the international. Instead, I argue that IPS scholars should embrace the international and suggest a particular way to do so via Rosenberg’s concept of Multiplicity. This transforms the international from the object of analysis into an analytical and heuristic lens through which to examine the constitutive effects on, (e.g.) architecture, of (international) societal co-existence, interaction, combination, difference, and dialectical change. Using examples from the late Habsburg period to the present, I sketch an international politics of ‘Czech’ architecture and show the value of ‘the international’ in and beyond IPS.     

A Postmodern Analysis of Disabilities

Abstract

In this paper, the basic theoretical tenets of postmodernism are outlined. As part of this process, the implications for social interventions are also discussed, including the political side of this philosophy. In general, postmodernism breaks with the reductionism that is inherent to the biomedi-cal model and offers the opportunity to develop more holistic modes of diagnosis and intervention. As a result of this shift, disabilities can no longer be viewed in an essentialist manner, but instead must be approached as social constructions. Therefore, rather than destroying culture, postmodernism supports an awareness of the so-called ‘culture of disability’ that allows persons to be understood in their own terms.     

Body shopping: Maternity and alterity in Mamatoto

ABSTRACT

The products and practices of The Body Shop, both material and rhetorical, can be inserted into a number of competing discourses along the axes of feminist interests in the body and its relation to culture. We focus here on The Body Shop's Mamatoto range as it relates to contemporary Western discursive formations of maternity, alterity, and the vexed constructions of ‘difference’ and ‘globalism’ that emerge from them. Among the meta-products of Mamatoto are discursive formations of the body itself which, while they appear to endorse, even to celebrate, an active engagement with transcultural specificity and difference, actually reinstate the Western, white body of ‘woman’ as the ‘gold standard’ against which the exoticized currency of other women can be classified, appropriated and disowned. Within this framework, maternity itself is deployed by The Body Shop as a richly suggestive trope that serves to represent the problematics of body-as-nature, body-as-culture and body-as-identity that continue to preoccupy feminists across a wide range of political and cultural agendas.     

Supporting Critical Multicultural Teacher Educators: Transformative teaching,social justice education,and perceptions of institutional support

ABSTRACT

In most teacher education programmes in Canada and the United States, educators’ opportunities to develop equity-related skills are concentrated into single ‘multicultural’ courses. These courses tend to have a conservative or liberal orientation, focused on appreciating diversity or cultural competence, rather than a critical orientation, focused on preparing teachers to address inequity. In this study, based on a survey of instructors of multicultural and intercultural teacher education courses in Canada and the US (N = 186), we examined the relationship between the criticality of their multicultural teacher education courses and their perceptions of institutional support for the values they teach. We found a negative relationship between the two – the more critical the instructors’ approaches, the less institutional support they perceived.     

Human rights at the heart of the social work curriculum

ABSTRACT

Social work policy and practice all over the world continue to face the impact of the neoliberal agenda. Similarly, social work education has been subject to the economic and political changes, with an increasing emphasis on a discourse of ‘evidence-based practice’. However, it is the core of social work programs in higher education to initiate students in the fundamental values of social work, as they are recognized in the global definition of social work. In order to prepare future social workers for their assignment, human rights should be given an explicit place in the social work curricula at Universities and Universities of Applied Sciences.

For human rights to gain more attention in social work programs in higher education, a Manifesto was written by lecturers’ social work in the Netherlands and Flanders, with a 5-point program to include human rights in the social work curricula. In this article, we elaborate on the five objectives that are presented in the Manifesto. Throughout the paper, we introduce small ‘case examples’ of how human rights can be integrated in education. These experiences show the importance of developing a particular social work perspective on human rights that is found in the idea of ‘human rights from below.’