How do parents’ educational fields affect the choice of educational field?

This study examines the links between parental education and students’ choice of field of study in Norwegian higher education. In our interpretation of the results, we suggest a status group perspective that integrates risk aversion models, micro‐class theory, and cultural reproduction schemes. Complete Norwegian register data for all individuals born from 1955 to 1980 allow for a fine‐grained examination of diverse fields of study not attempted in earlier studies. The findings reveal that intergenerational reproduction of educational fields is widespread, but its extent varies across fields of study. The tendency is most pronounced among children of professional, educated parents with masters and higher‐level degrees. Moreover, the analysis shows that students who do not choose the same field as their parents nonetheless tend to choose educational fields close to those of their parents.     

Producing youth ‘Out of sync:’ the intersectional social relations of educational inequality

This article investigates intersecting institutional and policy relations that influence divergent developmental trajectories among young people. Beginning with young people’s experiential knowledge of key institutional contexts shaping their lives, the article illuminates socially organized disjunctures whereby young people come to see themselves as developmentally out of sync with institutional expectations for youth development, which organize everyday life in public schools. This institutional ethnography explicates the intersecting social relations that shape how young people grow up, the choices that are available to them, their participation in public sector institutions and ultimately, the race and class-based patterns of inequality perpetuated by public schools and other public sector institutions.     

How do macro- and micro-level changes interact in the emergence of educational outcomes?

This article uses data from the National Educational Panel Study (NEPS) to examine how the composition of tertiary degree holders by social origin has changed across cohorts during a period of massive educational expansion. It also investigates how changes in the composition of social origins affect the proportion of downward mobility of children from academic families. The results of the empirical analysis reveal a surprising paradox: On the one hand, the rising share of children from academic families across cohorts has contributed to an increasing share of children from academic families among tertiary graduates. This is because of both the macro-level proportion of children from academic families and the micro-level probability of these children to obtain a tertiary degree have increased across cohorts. Thus, these macro-level and micro-level changes have reinforced each other. On the other hand, this change in the composition of social origin has also contributed to an increasing proportion of children from academic families who are downward mobile in successive cohorts. This is because the macro-level share of children from academic families has increased more across cohorts than their downward mobility risk has decreased at the micro level. Thus, macro-level changes were stronger and went in opposite direction to micro-level changes.     

Exploring narratives of education: disabled young people’s experiences of educational institutions in Ghana

Disabled young people in many low and middle-income countries experience significant levels of educational exclusion due to disabling social and physical environments and are more likely to be illiterate than their non-disabled peers. Most social sciences and development literature, however, tends to homogenise the educational trajectories of disabled young people and focuses predominantly on the perspectives of educationalists, development experts and carers in assessing educational needs and institutions. Consequently, the experiences of young people across multiple categories of social difference, and their agency in shaping their own educational trajectories, remain largely unknown. This article contributes to filling this gap by exploring the educational narratives of young people with different impairments in mainstream, special and integrated schools in Ghana. The article shows how exploring individual narratives provides new insights into the educational needs of and ‘appropriate’ education for disabled young people in the Global South.     

Representing the interests of the public?: the case of the local health council in Scotland

The statutory function of local health councils in Scotland (and of community health councils in England and Wales) is to represent the interests of the public in the health service. This article, based on data from a four-year research project financed by the Scottish Office, examines official and participants' assumptions and claims about the legitimacy of health councils, as at present constituted, to carry out this function. Clarification of the basis of their legitimacy would assist, it is argued, in the resolution of a central dilemma: How are councils to represent the interests of the public? The conclusion is reached that inadequate thought was given to developing theoretically sustainable arrangements. Several interpretations of representation are admixed in the rationale for the present system and they cannot be aggregated to produce a coherent defence of it.     

Converting experiences in ‘communities of practice’: ‘educational’ migration in Denmark and achievements of Ukrainian agricultural apprentices

This article looks at ‘educational’ migration instigated by the Danish programme of agricultural apprenticeships, which since the late 1990s has brought many young Ukrainians to rural Denmark. It discusses discrepancies between the logic of achievement implied by the programme’s ideology on the one hand, and Ukrainian apprentices’ aspirations to social mobility on the other hand. In this way, the article questions the concept of ‘community of practice’ that has been used to describe the formation of a social persona sharing the values of this community. Using ethnographic case studies of former apprentices, I argue that while apprenticeships often fail to produce a shared social and professional identity within a community of practice, there are many ways in which the experiences afforded by Danish apprenticeships lead to (sometimes unforeseen) achievements.     

Does teacher educational training help the early math skills of English language learners in Head Start?

To address the early performance gap between native-born and immigrant children and to seek ways to reduce the disparity, the study explored the effect of teacher qualification on early math skills of preschoolers, with focused attention to immigrant children. Particularly, the study examined the effects of teacher educational levels, certification, and professional training, by employing Hierarchical Linear Modeling (HLM) analysis to a US nationally representative database from the Head Start Family and Child Experiences (FACES). The study found a significantly positive effect of teacher qualification for immigrant preschoolers in Head Start, who displayed lower early math skills than their native-born counterparts. Among immigrant preschoolers, those who were with teachers of lower educational levels showed significantly lower early math skills compared with their immigrant peers with teachers of higher educational levels. The study also supported teacher certification and professional training as potential mediators in promoting early math competency of immigrant students, especially with teachers of lower educational levels.     

Families in the Time of the Pandemic: Breakdown or Breakthrough?

The COVID‐19 pandemic has taken a toll on all individuals and their families around the world. Some suffer more adversely than others depending on their unique developmental needs, resources, and resilience. However, instead of breaking down, many families and therapists have hunkered down to cope with this ‘wicked’ situation as it continues to evolve. This article examines the unique challenges and opportunities of COVID‐19 for families at different life developmental stages, as well as the challenges and opportunities for systemic therapists as they venture into unfamiliar territory. Through a case example and by integrating recent literature related to this pandemic, we apply three key and interconnected systemic themes (unsafe uncertainty, family life cycle, and social diversity) to discuss the challenges and opportunities for families and therapists, respectively. We are optimistic that there are many possibilities as families and therapists draw on, and often reinvent, currently available resources to navigate their course in this pandemic. We also find that while the pandemic continues to present unsafe and uncertain situations, there are new ways of being and behaving, especially when families and professionals work together collaboratively. Despite formidable challenges, there are many opportunities, both within families and communities that cut through different social contexts related to family, culture, economics, and even politics. Families and therapists could endure better when they are more cognisant of how and what these contexts may impact and offer them.     

Ethical injunctions: the University of the Western Cape in the face of the ‘here and now’

This essay poses the question of the ethical in relation to the work of memorialising the University of the Western Cape (UWC) after apartheid. Drawing on Gilles Deleuze’s statement on the ethical in The Logic of Sense and reading its implications through Walter Benjamin’s ‘Theses on the Philosophy of History’ and Jeremy Cronin’s ‘Even the Dead’, I argue that the ethical entails becoming adequate to the fracturing of event, leading to an understanding of the subject effect prior to its stamping by race, gender and identity. The ethical, in this formulation, reckons with the materiality of the past as its weight orders the present. It is this possibility of becoming adequate, of ‘not being unworthy of what happens to us’, which is offered in Ingrid Masondo’s photo-essay on UWC. I read Masondo as offering an encounter with images of the Leibnizian world as they appear at UWC, an encounter that registers alternate trajectories as they are expressed in ‘point of view’. Becoming adequate, here, involves registering the role of UWC (both conscious and unconscious) in the subjectification of persons during and after apartheid. This essay punctuates the rhythm of the memorialisation of UWC, by asking that this weight of the past be reckoned with while articulating alternate trajectories for both the university (and particularly the disciplines of the humanities) and for the understandings of subjectivity that attend to it, a demand that cannot be settled cheaply.     

Teacher–child relationships in the context of poverty: the role of frequent school mobility

Children's relationships with their teachers are critical for classroom-based learning, but children growing up in poverty may be at risk for lower-quality relationships with teachers. Little is known about how changing schools, one poverty-related risk, affects teacher–child relationships. Using growth curve models that control for a host of other poverty-related risks, this study explores the association between children changing schools frequently (defined as three or more school moves) between preschool and third grade and the quality of their relationships with their teachers over these five years in a low-income, ethnic-minority sample. Children who frequently moved schools were reported to be less close to their teachers in third grade and experienced steeper declines in closeness than children who did not change schools frequently. Moreover, the effects of frequent school mobility at third grade were robust to other poverty-related risks, including residential mobility, parental education risk, family income, and single-parent households. Changing schools was unrelated to children's conflict with teachers. We discuss these findings in the context of policies that support students’ transitions when changing schools.     

A trembling voice in the desert: Jean‐Luc Nancy's rethinking of the space of the political

Abstract

This essay explores Jean‐Luc Nancy's rethinking of political space in terms of an ontological ‘being‐with’. It elucidates how Nancy's thinking of community emerges out of the French philosopher's reworking of Heidegger's crucial notion of Mitsein. For Nancy, although Heidegger argues that Dasein is always already also Mitsein, Mitsein is nonetheless also occluded by the priority accorded to Dasein. The consequences for the way in which community or the space of the political is configured are profound since traditional conceptions of the subject of community thus remain unreconstructed. Nancy however does reconstruct community by emphasising that the primal ontological conditions of community are not conceived as the One, the Other or the We, but as the ‘with’, ‘relationality’, and the ‘between’. The question of being (Seinsfrage) thereby becomes the question of being‐with (Mitseinsfrage).     

Social Workers’ Conflict of Loyalty in the Context of Social Activism: The Case of the 2011 Social Protests in Israel

ABSTRACT

This qualitative study examined the experiences of social workers who participated in the 2011 Israeli social protests. Data were collected through 1 focus group interview. The sample included 11 social workers employed in 11 social welfare departments throughout the country. Findings highlight the complexities and dilemmas experienced by social workers who protested against the system that employs them. Research findings contribute to the discourse regarding the conflict of loyalty experienced by public social workers engaged in social activism that targets the system that employs them.     

Contributions to the History of Public Relations in the Midst of a Dictatorship: First Steps in the Professionalization of Public Relations in Spain (1960–1975)

ABSTRACT

The practice of public relations in Spain began during the Franco dictatorship, which was established in 1939, following a 3-year civil war. The first consultancy was opened in Barcelona in 1960, at the beginning of a period of economic growth due to a change of direction in the regime. After the end of the autarchy and international ostracism, Spain began an unprecedented economic and social transformation. Public relations thus helped businesses to make contact with an ever-better-informed media and public opinion and, in this way, contributed to economic development while simultaneously promoting associationism and improvement in the teaching of the subject.     

Person-centred communication in dementia care: a qualitative study of the use of the SPECAL® method by care workers in the UK

Abstract

Communication has featured prominently in person-centred dementia care research, but no consensus has been reached on which communication techniques are most helpful in supporting person-centred care. This qualitative study explored communication techniques used by domiciliary and community care workers of people with dementia in the UK. Care workers trained in the SPECAL® method (Specialised Early Care for Alzheimer’s) were invited to semi-structured interviews. The data were analysed using a constructivist grounded theory approach. Themes from the data were discussed as a potential basis for developing a substantive theory. The care workers contributed to client well-being through modifying their communication techniques, expressing a protective, empathetic and reassuring approach, underpinned by reflection. Clients exhibited greater well-being and less anxious behaviour. The care workers’ use of SPECAL® communication methods, supported by supervision, may provide a unique combination of techniques, contributing to the development of caring relationships, to care worker and client well-being, and to the maintenance of client personhood.     

Getting on the right track? Educational choice-making of students with special educational needs in pre-vocational education and training

This paper explores the educational choice-making of students with special educational needs in the context of Finnish pre-vocational training and one of its programmes, ‘Preparatory and Rehabilitative Instruction and Guidance for Disabled Students’. The authors enquire into the kinds of educational choices available for students in the preparatory programme, and how student counselling meets their educational hopes and future plans. The analysis draws on an ethnographic study of special needs education in post-compulsory education in Finland. It shows that students need to reflect on their educational plans within institutional and diagnostic restrictions and guidance. The authors state that educational choices can be negotiable, but more attention must be given to deconstructing the self-evidences and institutional barriers linked to the transitions of young adults with special educational needs.     

Creating places,relationships and education for refugee children in camps: Lessons learnt from the ‘The School of Peace’ educational model

This paper describes a unique model for building an afternoon school for refugee children sustained by volunteers and refugee teachers and based on humanistic intercultural values. The methodology is participatory including the whole school, from children to teachers to volunteers and managers. Central themes in the findings include a synergetic focus on creative placemaking, conflict negotiation and formal studies. This points to a theoretical connection between informal and formal studies. The findings teach us about the needs of refugee children. A methodological contribution is the use of arts-based methods to capture refugee children's lived experiences of school.     

Does parental work affect the psychological well-being and educational success of adolescents?

The primary goal of this exploratory study was to observe the presence or absence of empirical associations between various parental working conditions, family and, ultimately, the psychological well-being and educational success of young adolescents in Canada. A structural equation model analysis was undertaken from a large Canadian database. This research project used a sub-sample from the National Longitudinal Survey of Children and Youth, regrouping 3447 young adolescents, aged 12–15, who generally attend high school. The analysis confirmed the suitability of the model for explaining the trajectory of the hypothesized associations. More specifically, the results confirmed that parental working conditions have an indirect effect on the psychological well-being and educational success of adolescents, through family environment, parenting and the quality of the parent–adolescent relationship. The practical implications of this study are discussed.     

Sexology as a Profession in Spain: Results of the “Euro-Sexo” Study on the Practice of Sexology in Spain

This article presents the major results of a survey on the profession in Spain. An international research program previously conducted in eight European countries (Denmark, Finland, France, Italy, Norway, Portugal, Sweden and the United Kingdom) was adapted to Spain. The sample was made up of Spanish professionals who were members of professional organizations in sexology. The questionnaire used in the other European countries was translated and adapted into Spanish; its 89 questions inquired into: the sociodemographic profile of respondents, their initial academic and professional background, the specific training received in sexology or human sexuality, and their professional practices in sexology. In Spain, most sexologists are women from a nonmedical health profession. Most respondents received specific training in sexology and stated that it is not necessary to be a physician to be a sexologist. The findings bring to light many similarities with the data collected in the eight other European countries.