Addressing religious plurality – a teacher perspective on minority religion and secular ethics education

The Finnish education system recognizes religious plurality by offering education in pupils’ own religion or in secular ethics. However, little research has been undertaken on how plurality is addressed in classroom practice. This study investigates how 31 minority religion and secular ethics teachers view the task of supporting and including plurality within their classrooms. The findings of this study show how instruction places high demands on teachers due to religious and cultural diversity, as well as age differences in the classroom. Teachers generally made an effort to take diversity into account by considering the different backgrounds of pupils in instruction and engaging pupils in class. However, teachers frequently took a traditional rather than a modern perspective on plurality in religious instruction by assuming pupils’ religious belonging. Confessional elements such as religious family background and religious practice outside school were also commonly seen as vital. Consequently, teachers had at times difficulties in supporting pupils with plural or little religious affiliation. The findings show a need to strengthen the non-confessional character of Finnish religious education so that both modern and traditional plurality among pupils occupy an equal position in the classroom.     

A conversation on madness: Foucault and Ripa

Written as a fictitious dialogue between two of this generation’s most prolific social theorists, this unique analysis explores the similarities and divergences of Michel Foucault’s and Yannick Ripa’s scholarship on madness. During an imagined meeting at a local café, a spirited dialogue emerges addressing mutual agreement and unwavering criticism of each author’s perspective of how madness was constructed and managed throughout the classical and Victorian eras. Ripa’s primary motive is to challenge Foucault for ignoring the feminine critique within his over-arching theories of social and patriarchal systems of control. On the other hand, Foucault’s vested interest is to explore Ripa’s narrowed historical scope that he feels was essentially built upon his own scholarship without acknowledgement. Drawing upon a comparative study of Foucault’s History of Madness and Ripa’s Women and Madness, the two theorists engage in a revealing conversation about aspects of political economy, shifting roles of religious ideology, gender effects, the social construction of insanity, and the historical methods of incarceration.     

Talking about culture in social work encounters: immigrant families and child welfare in Finland

This article aims at analysing the ways in which people talk about ‘culture’ in social work encounters involving child welfare in immigrant families. The empirical material includes conversations between immigrant clients, their social workers and co-operating professionals at six Finnish social service offices, as well as interviews with the persons participating in these meetings. The theoretical and methodological frames of reference are social constructionism and discourse analysis. The study suggests three ways in which the concept of ‘culture’ is used by social workers and their clients: firstly, as a means of explaining ‘the ordinary and normal ways’ of raising children; secondly, as ‘a difficulty’ in the interaction between social workers and clients; and thirdly, as ‘a methodical tool’ in creating dialogue with clients. As far as the practical implications for social work are concerned, it is emphasized that in order to avoid ethnocentric practice or ‘culturalization’ of problems, it is important for social workers to be conscious of the various meanings of ‘culture’ both in their own practice and in the ways their clients employ cultural symbolism.     

Immigrants as brokers: dialogical diffusion from Spanish indignados to Occupy Wall Street

This article analyses the role played by Spanish immigrants in the diffusion of the indignados movement in Occupy Wall Street (OWS). I argue that Spanish residents in New York City acted as brokers between the two movements, and that their behaviour had a significant impact on OWS’s understanding of itself as an expansive, inclusive and empathic phenomenon. Building on recent theoretical developments, which stress the importance of dialogue and collective learning in the transnational diffusion of historical social movements, this research produces results at different levels. At the empirical level, the problems faced by the immigrants reveal the cultural complexity of transnational diffusion within the recent wave of contention. At the analytical level, the personal contact and intergroup dialogue established between immigrants and local activists challenge accounts stressing the role of social media and the internet within the transnational diffusion of this protest. At the theoretical level, the article develops a process-oriented perspective on brokerage, improving our understanding of its implications concerning diffusion. I argue that a longitudinal analysis of brokerage shows how interaction can modify role identity and movement diffusion: diffusion develops where brokers maintain a coordinating role in the movement, and ceases to do so where brokers are displaced from this central position.     

Creating Dialogic Contexts for Multidisciplinary Clinical Reviews: The Reflecting Team Process

When multidisciplinary teams review their work, it is common for clinicians to hypothesise about their clients from the perspective of their role or theoretical model. The outcome of this review process may depend on the team's views. Here the epistemological position taken by team members about reality and objectivity can lead to starkly different pathways. There can either be a dialogue about different hypotheses, with the team jointly constructing new meanings; or, conversely, there can be a monologic exchange based on competition between different hypotheses. This paper explores why teams may struggle with coordinating different theoretical approaches and models. It suggests the dialogic nature of a reflecting team process offers one approach for helping teams to find ways of ‘putting their differences to work’. Ideas for implementing this process within multidisciplinary teams are illustrated with comments provided by teams who have begun to experiment with this approach.     

‘Racism’, intersectionality and migration studies: framing some theoretical reflections

The concept of ‘racism’ has faced many difficulties in migration studies. Depending on definitions, islamophobia is a form either of religious discrimination or of racism. The same is true in contemporary debates in Europe about xenophobia against immigrants from the Global South. This article provides an alternative way of thinking about racism and its relationship with questions of intersectionality and discusses the relationship of these issues to migration theory. In the first part, we discuss intersectionality in relation to Fanon’s definition of racism. Then, we establish a dialogue between the work of de Sousa Santos and Fanon that could enrich our understanding of intersectionality in the framework of modernity and the capitalist/imperial/patriarchal/racial colonial world-system. Finally, we analyse this discussion’s implications for migration theory, highlighting how migration studies tend to reproduce a northern-centric social science view of the world that comes from the experience of others in the zone of being.     

Faith and Religious Delusions in First-Episode Schizophrenia

ABSTRACT

Empirical research has not adequately examined whether social workers and clients discuss sociocultural issues when addressing mental health problems, nor the quality of the interaction when such discussion occurs. This exploratory mixed-method study examined the interactional process associated with discussion of sociocultural issues in the first three counseling sessions with four white social worker/client of color dyads. Findings showed that productive cross-cultural interactions were associated neither with specific sociocultural content nor client-worker composition, but rather with the social worker's perception and skill. Analysis differentiated one worker/client dialogue from the others, highlighting the importance of training practitioners to apply social work knowledge and skills in a synthesized manner.     

Examining Gambling-Related Crime Reports in the National Finnish Police Register

The aim of this study is to examine the connection between gambling and criminal activity in the National Finnish Police Register. First, a method was created that enabled the search for gambling-related police reports in the National Finnish Police Register. The method is based on finding gambling-related police reports by using gambling-related headwords. Second, all police reports from 2011 that included any mention of gambling were read through (n = 2,233). Suspected gambling-related of crimes (n = 737) were selected from these reports. Those suspected gambling-related crimes were then described and categorized into six different categories: suspected online-related crimes; suspected crimes that were related to lifestyle-gaming; suspected crimes that involved a gambler as a victim of a crime; criminal activity related to problem gambling; casino-connected crimes, and intimate partnership violence resulting from gambling problems. This study, being the first in Finland, generated information on the connection between gambling and criminal activity from the perspective of police reports. Moreover, the study highlights methodological issues that are involved in studying police reports.     

The roles of humour and laughter in youth focus groups on school food

The article examines young people's group interaction and the roles of humor and laughter in relation to school food and school lunch situations. The analysed focus group discussion data is drawn from a broader case study (2012?2013) with 9th grade students (15–16 years old; 62 pupils; 25 boys and 37 girls; 14 groups; 4?6 pupils per group) in a Finnish secondary school. The analysis is based on existing interpretations and classifications of humor in literature, which is complemented by notions drawn from the study's data set. It is argued that an analysis of humor and laughter can provide valuable notions of how collective attitudes towards school food are constructed, enforced and distributed among students, while also providing insight regarding what kinds of issues around school lunch practices are considered important and worthwhile in the context of students' informal peer cultures. The results illustrate how humor and laughter functioned for the students as a space for (1) Constructing ‘us’ versus ‘them’; (2) Negotiating social order; and (3) Engaging in fun and safe interaction. Results are discussed in the light of how humor and laughter uphold or divide social groups, as well mediate shifts between formal conventions and students' informal worlds.     

A (not so) simple dialogue activity

ABSTRACT

This article explores the research on peer-to-peer dialogue in higher education, including the innovative practice of intergroup dialogue and other practices such as nonviolent communication and contemplative listening. I then describe an activity I do with my community college students, in a context where lack of time and other resources do not allow a more resource-intensive dialogue practice. I ask them to experience dialogue with several free, easily available resources, including nonviolent communication, contemplative practice, and public radio podcasts from On Being, then have a conversation outside of class in which they mostly practice deeply listening to someone with different political beliefs than they have. They may make a brief attempt at dialogue or nonviolent communication. I discuss how my activity may accomplish some of the goals of intergroup dialogue and be useful where students are learning about diversity and inequality across social divides, including in social work education and sustainability education. I nest this activity in a course that involves some contemplative practice, to explore how both sustainability education and the social justice component of social work may benefit from contemplative practice. Finally, I detail some other resources about hope and despair that support this activity.     

Who should do the talking? The proliferation of dialogue as governmental technology

This paper investigates the recent proliferation of appeals to ‘dialogue’ as a solution to problems in a broad spectrum of different organisational settings Instead of top‐down management and expert‐driven public services, we are told we need ‘dialogue‐based’ management, health treatment, elder care, social counselling, and so forth. Dialogue is often presented as a tool that will reverse the stifling dominance of authoritative expertise and leadership, liberating the energy of employees, clients and patients. However, by viewing the dialogue as a ‘governmental technology’, we emphasise that it is not simply a tool that can be used by some to liberate or govern others, or to dominate nature. A technology is rather a structuring of actions that implies that also ‘the governors’ inevitably exercise power over themselves. The paper demonstrates how dialogue technology re‐structures organisational domains of speech and hereby contributes to reconfiguring inter‐relations and self‐relations within key institutions of modern society.     

FIXING FAMILIES THROUGH TELEVISION?

Television has played a central role as a tool through which to imagine and re-imagine the South African nation, family and selfhood, and to ‘fix’ these same categories. From the apartheid state's blacking out of healthy everyday life images of black families, through the efforts of founding a ‘new’ nation using the Truth and Reconciliation Commission, to modern day therapeutic talk shows, television has progressively placed less salience on the ‘nation’ and more on family and interpersonal relationships within this social unit. Self-disclosure on television, especially through a talk show significantly called Relate, ironically reveals and occludes legacies of class and racial differentiations with their attendant socio-economic imbalances. Talking about personal affect to ‘fix’ one's problems on national television emerges as an instrumental undertaking that appears to benefit guests to the show but perhaps not as much as it does the production company and South African Broadcasting Corporation, suggesting that the participants are being exploited. Be that as it may, Relate emerges as an exercise in the interiorization of control, as well as an invitation to undertake serious dialogue about interpersonal intimacy.     

Growing Up in a Diverse Society: Adolescents’ Interest in Parental Religious Socialization Messages

Because Western societies are becoming increasingly religiously diverse, the sociocultural context in which young adolescents currently grow up differs from that of their parents. This raises the question to what extent adolescents are interested in communicating with their parents about religion. In a cross-sectional study of 498 Belgian adolescents ages 12–18-years (mean age = 14.94, SD = 1.34), we examined how adolescent interest in communicating with parents about religion was related to the link between parental religious socialization messages and adolescent religious out-group attitudes. Testing two models, we aimed to understand whether (a) adolescent interest in communicating with parents about religion mediated the link between parental religious socialization and adolescent religious out-group attitudes or (b) parental religious socialization mediated the link between adolescent interest in communicating with parents about religion and adolescent religious out-group attitudes. Results revealed a dynamic interplay between study variables, and highlighted the importance of considering adolescent interest in communicating with parents about religion.     

‘This is just so unfair!’: A qualitative analysis of loss-induced emotions and tilting in on-line poker

Poker is a game of skill and chance, where players often experience significant monetary losses. Detrimental out-of-control poker decision-making due to negative emotions is known as tilting. A qualitative assessment of losing and tilting was conducted by analysing stories about significant monetary losses, written by Finnish on-line poker players (N = 60). Thematic and narrative analyses uncovered five themes and a narrative structure underlying the aetiology and phenomenology of tilting. Tilting, in the narratives, was often instigated by dissociative feelings (‘unreality’, disbelief) following a significant monetary loss. Thereafter, moral indignation was experienced, followed by chasing behaviour, in an attempt to restore a ‘fair balance’ between wins and losses. In the aftermath of tilting, self-focused feelings of disappointment, depression and/or anxiety, and sleeping problems were experienced. It was also observed that experienced players, as compared to inexperienced ones, exhibited in their narratives a more mature disposition towards encountering ‘bad luck’, and losing in general. The results are relevant in better understanding psychological processes related to losing in the multifaceted game of poker, thus contributing also to existing knowledge on detrimental gambling behaviour.     

Ageing and exercise: building body capital in old age

Background

Research that provides better understanding of the motivational processes in older age to maintain a healthy and active lifestyle is sought after. We apply theoretical approaches to cultural capital, active and healthy aging health to shed light on the women’s experiences in maintaining physical capabilities through an active lifestyle, and thereby facilitating their own inclusion in society. Thus, the aim of this paper is to explore why older home dwelling women over the age of 70 years or more spend time in physical exercise and their experiences about the importance of participating in group exercise for their daily life.This paper reports on a qualitative study based on interviews with 16 older women aged 70 years or more and regularly attending group exercise classes in the community at an established workout center. The data were analyzed the data using an inductive content analysis approach.

Results

Three overreaching and interrelated themes emerged from the interviews: “Building body capital for independence”, “Building body capital to maintain vitality and being in control” and “Building resources for social interaction”. The findings suggest that group exercise is important for building body capital. The group exercise helped the women in building bodily ability to manage everyday life, maintain vitality, being in control, pursue social interaction and live independently. These body resources were important for these older women’s experience of the manageability and meaningfulness of daily life.

Conclusion

This study has provided insights into older women’s understanding and experiences of the challenges of everyday life within a theoretical framework of cultural capital and health. The women acquired cultural health capital, and more specifically body capital, by participating in the group exercise classes. The women’s investment in body capital through regular physical activity created resources which facilitated social participation. Therefore professionals need to be aware of this when performing group exercise.

     

Gender and social conformity: Do men and women respond differently to social pressure to vote?

In this paper, we re-analyze data from a large-scale field experiment (N = 344,084) on voter turnout in order to determine whether men and women respond differently to social pressure aimed at voter mobilization. To date, there have been mixed results regarding the interaction between a person’s gender and receptivity to social influence. On the whole, our analyses confirm prior findings that social pressure increases voter turnout but uncover little to no evidence of gender differences in receptivity to social pressure cues in the context of political participation.     

Die politische Dimension der sozialen Form

In an increasingly heterogeneous society, learning at school about religions and religious differences is becoming more and more important. However, individual approaches differ distinctly. Besides common educational approaches we mainly find ones specially designed for religiously homogenous groups. The chosen form, however, is not without consequences and therefore already politically relevant. The allocation into religiously homogeneous groups draws a boundary between inclusion and exclusion, thus indicating commonalities as well as differences. Focusing on John Dewey’s democratic considerations and with reference to a current research project the paper discusses the consequences of limiting social interaction, common experiences and learning processes to separate forms of religious instruction in Austrian public schools. In doing so, it analyses and discusses the challenges of such an approach and its consequences for education in democracy in a pluralistic society.     

Parent-Adolescent Communication About Sexuality in Chinese Families

Given that young people in China are faced with increased sex-related risks, it is important to understand from a communication perspective, the role of parents as a prominent sexual socialization agent for Chinese adolescents. Semistructured, one-to-one interviews were conducted with Chinese adolescents (N = 37) about their parents’ communication about sex and sexuality. Using a constant comparative method, four categories were identified with respect to Chinese parents’ direct/explicit communication about sexuality and in addition, four categories of indirect/implication communication (RQ1). Further, four categories regarding Chinese adolescents’ attitudes towards such communication were apparent (RQ2). Overall, Chinese parents attempted to transmit values and expectations about dating and sexual activities indirectly, implicitly, and/or nonverbally. Adolescents in the present study also expressed tendencies to avoid sex-related communication with parents. Some even explicitly stated that avoiding such communication was beneficial. The findings’ implications for the role of culture in parent-adolescent communication about sexuality and communication openness are discussed.