The Boy in the Striped Pajamas: Critical Analysis of a Film Depiction of the Holocaust

Film depictions of the Holocaust have become a ubiquitous part of social studies education, as many states have mandated Holocaust or genocide curricula in recent years; however, the quality of such curricula varies greatly, as does the level of teacher preparation for Holocaust-based instruction. Given the increase in mandates and the lack of more rigorous content knowledge expertise, many teachers turn to films, such as The Boy in the Striped Pajamas, to represent, for students, the horrors of the Holocaust. The film, however, is deeply problematic in several ways—historical inaccuracy, questions of agency and gender, and an overarching message that represents a potentially dangerous interpretation of responsibility for the greatest crime in human history. This article explores the failings of The Boy in the Striped Pajamas and proposes strategies that teachers may use to mitigate the film’s shortcoming and to provide for a valuable learning experience for students.     

College women's perceived risk to experience sexual victimization: a prospective analysis

This study implemented a prospective design to explore college women's perceived risk to experience sexual victimization over a 2-month interim (N = 143). Compared to women without such histories, women with a history of unwanted sexual contact via arguments/ pressure, or a history of unwanted sexual intercourse via administration of alcohol/drugs reported higher perceived risk to subsequently experience these forms of victimization. Compared to women who were not victimized, women who subsequently experienced unwanted sexual intercourse via administration of alcohol/drugs or arguments/pressure reported higher levels of risk to experience these forms of victimization. Controlling for victimization history, higher levels of risk to experience sexual intercourse over the interim via arguments predicted this form of victimization over the follow-up. Implications are discussed.     

In Defense of Socialized Procedures

Teachers of history (like all teachers) have a tool kit that holds all their methods and techniques and that allows them to construct a proper history lesson. This article proposes putting a tool into this kit that is generally missing from its contents. This tool supposedly belongs to the tool kit of a different subject teacher: the teacher of literature. It proposes that history teachers adopt theories and practices from the realm of literature studies and add them to their toolboxes. These will help them to tell interesting history stories in the classroom if they so choose. The article offers two stories, one written by a historian, and the second, told by a historian in class. The two historical stories are analyzed to reveal a range of literary techniques that were enlisted by their authors to create interest among their readers or listeners.     

Contempt and defensiveness in couple relationships related to childhood sexual abuse histories for self and partner

This study examined the relationship between a history of childhood sexual abuse (CSA) for one or both members of a romantic couple and perceptions of contempt and defensiveness for self and partner. Data from the Relationship Evaluation (RELATE) were analyzed for 10,061 couples. The findings suggest that when either or both partner(s) has a history of CSA, contempt and defensiveness in the couple relationship are greater than when neither reports a history of CSA. Furthermore, the males' experience of CSA had a greater impact on their perceptions of self and partner's contempt and defensiveness than females' experience of CSA. Explanations of gender differences are offered and implications for future research and practice are suggested.     

The United States Court of Claims

Teaching with film is viewed as a pedagogical best practice, especially when teaching historical or social studies content. Many of the most popular films used to teach history topics leave women's voices out of the narrative. Women's history is generally left out of traditionally male-dominated history curriculum; when it is included, it is usually in the margins or in sidebars. This article promotes the use of historical films that have a female presence. How women are portrayed in film and how to choose films that meet the criteria of the Bechdel Test for women in film are also examined.     

Maid-in-Singapore: representing and consuming foreign domestic workers in Singapore cinema

The Maid, a Singapore-made horror film featuring a foreign domestic worker as its protagonist, was released in 2005 to very favourable reviews in the local press. The critical audience generally used the film to praise the development of the local film industry while ignoring the social commentary of the foreign domestic worker experience in Singapore. This paper aims to address this lack of commentary on the issues and circumstances surrounding foreign domestic service in The Maid. Doing so reveals a multilayered representation of order in Singapore based firmly on ethnicity and class, where the images of foreign maids are dramatised, reconstructed and consumed in various discursive forms by various social agents.     

Clinical implications of attachment narratives

This paper discusses attachment theory and research with emphasis on the empirical studies of Many Main. Main's work emphasizes the relationship between an individual's narrative regarding attachment relationships and their underlying internal working model of attachment. The internal working model of attachment is a representation of attachment experience and a set of rules for processing attachment experience. This paper describes various categories of attachment narrative construction and presents a case history that is discussed from an attachment theory perspective.     

Absent in theory,invisible in practice: Queering HBSE for a more inclusive social work profession

A sound theoretical foundation is a necessary element of social work education that prepares students to confront the challenges of practice with critical knowledge of the human experience. Queer theory is a strength-based framework for understanding sexual and gender identities that fall outside of the current social norms, and offers a highly relevant and useful pathway for the education of social work practitioners. Despite its utility for enhancing understanding and acceptance of gender and sexual minority (SGM) people, it is underutilized in social work compared with other disciplines. Additionally, this study reports on the gender and sexual identities of social work students and their endorsement of help-seeking behaviors related to issues of gender and sexual nonconformity. These empirical-based perspectives undergird the tenets of queer theory and support its application in research endeavors aimed at better understanding the human experience. A theoretical and empirical-based argument is made for the queering of HBSE to strengthen both explicit and implicit curricula in social work education. This study expands on the limited usage of queer theory within social work and directly challenges the normative and binary nature of sexual and gender identity evident within the professional literature and implications for education and research are offered.     

STATEHOOD EXPERIENCE,LEGAL TRADITIONS,AND CLIMATE CHANGE POLICIES

This study investigates how the implementation of modern climate change policies is related to former colonies' length of state history and their legal heritage. We argue that countries with longer statehood experience around the time of colonization were better equipped to implement the legal philosophies transplanted by their colonial powers. Therefore, the implications of receiving British common law versus French civil law should be particularly important in countries with a greater accumulated history of statehood. Using a cross‐section of up to 78 former colonies, our results provide support for this hypothesis. In particular, our estimates demonstrate that common law countries have weaker modern climate change policies than civil law countries and the difference is inflated by a longer statehood experience, measured by the length of state history from 1 to 1800 AD. Legal origin has no effect in areas which, by the time of colonization, had no statehood experience. Finally, we report similar results for the pattern of labor market regulations. (JEL K15, K31, K32, O44, Q54, Q58)     

Growing Up in the Old Left: An Intergenerational Tale of Silence and Terror

This essay explores the intergenerational transmission of trauma that arises from political repression. Using mine and my family’s experiences of the witch hunts during the McCarthy era, I explore the psychic effects of the political terror and silencing that accompanied my growing up as a Red Diaper Baby and the profound internal shifts that occur when the social surround becomes a place of danger. I look at my family’s experience in the left during the 1950s and I consider the fear that couldn’t be registered, our unexpressed grief and loss, and the multiple contradictions against which our silence defended. Viewing my personal history through a psychoanalytic lens (e.g., Freud, Gerson, Butler, Puget), and considering a clinical example, I explore the ways the social surround of state-imposed terror during the 1950s was elaborated internally from my earliest years, shaping and shaped by my interpersonal experience and intrapsychic fantasy. I also consider the pre-McCarthy era family history that gave nuance to our experience in the 1950s and the emergence in my clinical work of my history of having been terrorized and silenced by the state. Finally, I briefly reflect on the interweaving of political repression and gendered silence.     

Child-related Criminal History Screening and Social Work Education in Australia

Increasingly human service organisations in Australia require staff, volunteers, and social work students on placement to undergo child-related criminal history checks. In turn, many schools of social work require prospective or enrolled students to undergo criminal history checks and provide a clearance of their suitability to work with children. Universities have historically played a role of gatekeeper to the social work profession, but the appropriateness of using past criminal history in this gatekeeping process is contested. This study examines the websites of 30 Australian universities to ascertain the extent to which they require social work students to undertake child-related criminal history screening. Most universities required students to have a child-related criminal history clearance, and all but one of the remaining universities identified that screening may be required, depending upon placement agency requirements. This may limit or close off access to social work education for people with criminal histories and lived experience of hardship and disadvantage.     

AGENCY, STRUCTURE, AND THE TRANSITION TO DISABILITY: A CASE STUDY WITH IMPLICATIONS FOR LIFE HISTORY RESEARCH

If life history research is ever to truly fulfill the promise of the sociological imagination, it will need to engage insights from agency-structure theory that have hitherto been neglected. Relatively few life history researchers have explicitly interpreted their subject matter in terms of agency-structure theory, and those who do rarely go beyond Giddens' initial formulation to incorporate more recent theoretical developments. This article attempts to fill this gap, offering an exemplar theorized life history that frames an actor's experience in terms of agency-structure theory. More specifically, I examine the life history of a former urban gang member who was shot and paralyzed and subsequently became a world-class wheelchair athlete. I interpret the life history in terms of the iterative, projective, and practical-evaluative agentive processes that were operative—sometimes simultaneously—at different points in time; and show how this individual's adaptation to disability was influenced by enabling structural conditions that facilitated his agentive actions and by prior experiences he was able to transpose to his new circumstances. In doing so, I also indicate how the body is an essential part of social experience and the vehicle through which agency and structure are enacted.     

The Conclusions and Recommendations of the Commission on the Investigation of the Social Studies in the Schools

ABSTRACT

How can teachers effectively use documentary film to teach history, and toward what goals? This article addresses these important questions by: (1) exploring what we know about secondary teachers' practices with documentary film and secondary students' beliefs about documentary film as a source of knowledge about the past, (2) proposing a rationale for the use of documentary film that supports the goals of history education, and (3) discussing examples of documentaries that can be shown to further the rationale presented. Although there are numerous suitable purposes and methods for using documentary film, we argue that two of the most powerful and appropriate are as a way to explore multiple perspectives and as a way to teach about controversial issues.     

Understanding and Working with Haitian Immigrant Families

SUMMARY

This conceptual analysis explores the Haitian cultural experience in the U.S. and offers a model for working with Haitian families. Relevant factors include: (1) an understanding of the history and culture of Haiti; (2) migration patterns of Haitian families to the U.S.; and (3) the experience which most Haitian families must endure upon arrival.     

LANGUAGE, experience and history: 'What happened' in World War II

Sociolinguistics can contribute to our understanding of history by showing how language helps to develop and maintain a sense of a communal past. This paper focuses on the referring terms for the World War II experiences of European Jews and of Japanese Americans, as evinced through various sources of public discourse (newspapers, library cataloguing systems, book titles). The analysis of linguistic form and function combines with discussion of the social and cultural history of Holocaust awareness in the U.S. to show how the word Holocaust (as a referring term for the experience of European Jews) became part of an American lexicon. A comparison of this stable term with the variety of nouns and verbal expressions used to index the Japanese American experience allows us to more fully consider how language helps to create and preserve collective memory.     

Masculinity and the Biographical Meanings of Management Theory: Lyndall Urwick and the Making of Scientific Management in Inter‐war Britain

This article explores the biographical shaping of management theory. Using the British management theorist Lyndall Urwick (1891–1983) as a case study, it argues that existing understandings of the history of management studies are limited by their lack of attention to the emotional a priori of theory production. For men such as Frederick Taylor or Urwick, the work of composing management theory for a public audience was intimately connected to events and experiences in the private life. Theorizing addressed emotional dilemmas even while it strove to construct a separation between the personal and the organizational. Management theories are not only historically, socially or discursively constructed, but can be read in terms of the evidence they provide about individual subjectivity. Psychoanalytic concepts can help illuminate such relations. Theorizing can be seen as a form of play: as something which, in D.W. Winnicott's terms, takes place in the space between the psychic reality of the ‘me’ and the external world of the ‘not me’. The ‘classical’ administrative theory represented by Taylor, Fayol and Urwick sought to create organizational structures which could stand apart from, and allow the management of, individual personalities. It simultaneously insisted on the status of theory as the ‘not me’; that is, as a product which was not shaped by personal experience, but which constituted objective knowledge. The illusion of theory as a largely external, social product persists in much management and organization studies today. This article challenges that social determinism, first, by showing how Urwick's theories addressed issues of separation and intimacy, and second, by placing Urwick's work in the context of his relations with women.     

Why is history important at moments of transition? The case of ‘transformation’ of Irish child welfare via the new Child and Family Agency

This paper provides a critical commentary on researching social work in transition to make the case for why history is important at crucial moments of change. The present transition of child protection and welfare practice from a Health Services Executive Structure to an Independent Child and Family Agency (Tusla) is focused on for illustration. This development signifies a major transition of services within the country influenced by a number of factors, most notably a number of high profile cases of child abuse within institutions in the past and child deaths/neglect cases in the present. In particular, a discourse of prevention, early intervention and the promotion of children's rights are most dominant in light of a quest to purge the mistakes of the past. Supported by a history of the present approach, the author argues that while the existence of a ‘discursive shift’ typified by the establishment of an independent agency is arguably conclusive, the evidence of changes in practice, culture and underpinning analytical approaches is much more vague and complex. The paper concludes with reflections on implications for a wider European and global context and a call for the need for more critically informed approaches to history to inform present transformations.     

Standpoint theory and middle-range theorizing in International Sociology

This paper responds to Julian Go's Lecture “Thinking against Empire. Anti-colonial Thought and Social Theory.” It proceeds in two parts: I first follow Go's invitation to read and reread Mabel Dove Danquah and Frantz Fanon and explore what their work contributes to our understanding of state-forms. I then examine the terms of Go's invitation more closely. I contrast Go's juxtaposition of imperial sociology on the one hand and anti-colonial sociology on the other hand, with the broader range of theoretical traditions and methods, which a practice-oriented sociology of sociology and an international history of sociology would highlight. I raise the question what “standpoint” adds to the authors Go discusses and the broader range of scholars who have engaged with post-colonial contexts in their research at this point in time. Calling for consideration of the anti-colonial standpoint is a particular choice, which has a distinctive heritage in Hegelian-Marxian projections of the social whole and is in tension with either deep exploration of particular thinkers or the middle-range theorizing that Go also seems to endorse. Defined at a level of abstraction that is “above” (or underneath) actual conversations in a range of fields and subfields, it can appear as a “test” for scholars who have long engaged with post-colonial contexts, which can have unintended consequences when coupled with the institutional power and asymmetric insularity of Anglo-American academia.     

The influence of perceived shared risk in crisis communication: Elaborating the situational theory of publics

The study explored whether perceived shared experience with a media portrayal could influence various cognitions—such as concern, sense of personal involvement, and desire to learn more—that are important for behavior change. This research used the situational theory of publics in order to evaluate whether perceived shared risk is an antecedent to the factors leading to communication behavior. In general, the findings from this experiment supported the idea that shared risk experience with portrayals in news coverage has the potential to influence problem recognition, involvement recognition, and a new variable that combines information seeking and processing: that of information gaining.     

Predictors of Job Satisfaction and Burnout in Child Abuse Professionals: Coping,Cognition, and Victimization History

ABSTRACT

This study investigated coping style, work-related cognition, and victimization history as predictors of job satisfaction and burnout in child abuse professionals. Subjects were 215 participants in a conference on sexual abuse victim treatment. We developed a questionnaire assessing a variety of cognitions related to work with human services clients. One of the findings was that job satisfaction showed no relation to items portraying simple optimism or pessimism about helping clients, but satisfaction was related to a number of cognitions that combined realism and hope in a distinctive fashion. The coping strategies of Planful Problem Solving, Positive Reappraisal, and Seeking Social Support were associated with positive work experience, and the coping mechanisms of Confrontive Coping, Escape/Avoidance, and Accepting Responsibility were associated with negative work experience. Job satisfaction was higher in subjects reporting a childhood history of sexual abuse or neglect.