Goffman,Growing Up,and Experienced Relationality

This article adopts a Goffmanian framework to grapple with the emotional‐relational experiences associated with teenagers growing up. Drawing upon focus group interviews with 14–15 year olds in East and West Belfast, the lack of full personhood attributed to nonadults is discussed in relation to spatial exclusion and stigmatizing service transactions, along with some emotional consequences. However, instances where teenagers embrace as well as reject this ostensibly negative social positioning are also elaborated. The overall thrust of the article seeks to demonstrate how the hierarchical adult‐child complex is built and maintained through everyday face‐to‐face interaction and the ritualistic expression of standards of worth assigned to participants.     

Creative Destruction and Globalization: The Rise of Massive Standardized Education Platforms

This paper describes how massive standardized education platforms have emerged as a result of globalization and the process of creative destruction. In education, creative destruction involves the initial development of a large number of educational standards, followed by cycles of the destruction of old standards and the creation of new ones. This leads to the narrowing and refinement of the standards until the key element of interoperability is achieved, thus allowing individuals or organizations to interact on a large scale. Examples are presented of standardized education platforms in the United States and globally.

While the objective and subjective knowledge systems are represented in the field of education, one danger is that standardized platforms may become homogenized around only the objective knowledge system, which seeks perfect efficiency. This may result in the exclusion of the subjective knowledge system, which argues that diversity and heterogeneity are needed to produce educational creativity and innovation. On the other hand, the platforms may be able to deliver much needed financial efficiency for K-12 public education systems, as well as providing a connection between the research data, which remains isolated in universities, and the practitioners in K-12 settings who need it.

Este artículo describe cómo las plataformas masivas de la estandarización de la educación ha surgido como resultado de la globalización y del proceso de una destrucción creativa. En la educación, la destrucción creativa implica el desarrollo inicial de un gran número de estándares educacionales seguido por ciclos de destrucción de estándares pasados y de la creación de los nuevos. Esto induce al estrechamiento y refinamiento de los estándares hasta que se alcanza el elemento clave de la interoperabilidad, y por lo tanto, permitiéndoles a los individuos u organizaciones que interactúen a una gran escala. Los ejemplos de plataformas de educación estandarizadas se presentan en los Estados Unidos y globalmente.

Mientras que los sistemas del conocimiento objetivo y subjetivo se presentan en el campo de la educación, uno de los peligros es que las plataformas estandarizadas puedan llegar a homogenizarse solamente alrededor del sistema de conocimiento objetivo, lo que busca una eficiencia perfecta. Esto puede resultar en una exclusión del sistema del conocimiento subjetivo, lo que sostiene que la diversidad y la heterogeneidad se necesitan para producir creatividad e innovación educacional. Por el otro lado, las plataformas pueden quizás proveer la eficiencia financiera necesaria para los sistemas de educación pública K-12, como también una conexión entre los datos de investigación que permanecen aislados en las universidades, y para los practicantes en los entornos de K-12 que la necesitan.

本文描述了作为全球化的结果和创造性毁灭过程的大规模的标准化的教育平台是怎样出现的。在教育领域,创造性毁灭涉及大量的教育标准的最初开发,然后伴随着旧的标准的毁灭和新的标准的建立的周期。这引致了标准的狭隘和精细,直到获取了互运性（interoperability）的关键元素为止,然后使个体或者组织大规模地互动。本文提供了一些美国和世界其它地方的标准化教育平台的案例。 在主观与客观两种知识系统在教育领域获得代表的同时,一个危险是,标准化的平台可能仅仅围绕着客观知识系统进行同质化,客观知识系统寻求完全的效率。这可能导致排除主观的知识系统。主观知识系统认为,为产生教育的创造性和创新,多样性和异质性是需要的。另一方面,平台可能为K-12公共教育系统提供十分需要的金融效率,以及提供仍然封闭在大学里的研究数据与需要这些数据的在K-12情景下的实干家之间的链接。

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Эта статья описывает появление массивных стандартизированных образовательных платформ в результате глобализации и процесса творческого разрушения. В сфере образования творческое разрушение предполагает инициацию разработки большого количества образовательных стандартов, с последующими циклами разрушения старых и создания новых. Пока ключевой элемент взаимодействия не будет достигнут, это приводит к сужению и уточнению стандартов, что позволяет отдельным лицам или организациям взаимодействовать в крупных масштабах. Приведены примеры стандартизированных образовательных платформ в Соединенных Штатах и ??во всем мире. В то время как в области образования представлены объективные и субъективные системы знаний, первейшей опасностью является то, что стандартизированные платформы могут гомогенизироваться только вокруг объективной системы знаний, которая стремится к идеальной эффективности. Это может привести к исключению субъективной системы знаний, которая утверждает, что разнообразие и неоднородность необходимы для создания творческого образовательного потенциала и инноваций. С другой стороны, платформы могут быть в состоянии обеспечить столь необходимую для системы общественного образования К-12 финансовую эффективность, а также связи между данным исследований, которые остаются изолированным в университетах, и практиками в настройках K-12, нуждающихся в этом.     

Life after Growing Up in Care: Informing Policy and Practice through Research

Abstract

Existing research on the impact of growing up in care focuses upon either the care experience itself or the period of transition from care to independence. Our knowledge of outcomes largely ceases when former residents of the care system reach their early twenties. There are strong social justice reasons for extending research into the older adult lives of such young people. We know a great deal about the multiple disadvantages that such individuals face as children. But research is largely silent about their subsequent adult lives. While we must be cautious in drawing causal links to the childhood care experience as the time period since life in care extends, we know that early experiences can affect care-leavers across their life course—just as childhood experience affects all adults in a variety of ways. In this review, we highlight evidence drawn from research in Australia, the United Kingdom, Canada, Ireland, and the United States, with particular attention paid to the first two of those countries. We use a wide range of sources and identify areas for further consideration, including access to personal records, mental health, education, and parenting. By doing so, we seek to open up this area for further research with the hope that such research will lead to an increasing recognition of care-leavers' needs and thus to improvements in social policy and service provision.     

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.     

Inching toward interdependence: Social work and social policy affecting infants,toddlers and their families

Conclusion Social policy that affects infants, toddlers and their families also affects individual social workers, the arenas in which we practice, and the opportunities for our profession as a whole to work effectively. Since social policy is created and implemented at many levels and in a process that is an ongoing one, social workers at every stage of experience and in any setting can participate. With our twin commitment to the development of the individual and to a society based on interdependence, social workers have much to offer. And there is much to do.The profession of social work has the broad purpose of trying to make it possible that every individual have the most productive life of which he is capable.Charlotte Towle,Common Human Needs, 1945, p.10     

Real Gender: Identity,Loss, and the Capacity to Feel Real

This article concerns gender and feeling real. Beginning with Judith Butler’s deconstruction of gender as an ontological category, it argues that the subjective experience of gender as real has been underaccounted for. By reviewing Butler’s work on gender melancholy and then elaborating psychoanalytic theories of identification and reality, this article links feeling real to the dual capacities to both separate from and connect with the object. To illustrate the implications for thinking gender identity and transformation, it concludes with a reading of Miles Walser’s poem about the name discarded in a gender transition.     

Opening Up: Therapist Self-Disclosure in Theory, Research, and Practice

While most therapists report that they do disclose some information about themselves to their clients, therapist self-disclosure continues to be both controversial and nebulous in clinical theory, research, and practice. This article considers what makes therapist self-disclosure so challenging to define and study and provides an overview of the empirical and theoretical literature. It then concludes with a consideration of therapist self-disclosure in contemporary legal, ethical, and technological contexts of clinical work.     

Shacking Up or Shelling Out: Income Taxes,Marriage, and Cohabitation

Anecdotal evidence suggests that the income tax penalty associated with marriage contributes to the decision of a couple to live together as a married vs. a cohabiting couple. In this paper, we use household data from the Panel Study on Income Dynamics to estimate the impact of various factors, including the federal individual income tax, on a couple's decision to marry instead of cohabit. We find that the initial decision to form either a cohabiting or a married union is only marginally affected by the income tax consequences of one form of union vs. another, and other factors play a more important role. However, for those already living together as a cohabiting couple, the decision to make the transition from a cohabiting to a married couple is significantly affected by the tax consequences of such a move. Here, an increase in the income tax at legal marriage, or an increase in the marginal tax rate with marriage, has a statistically significant and negative impact on the probability of transition from cohabitation to legal marriage. However, the magnitude of the tax impact is generally small, and several other variables are more important determinants.