Who Wants a Deliberative Public Sphere?1

Democratic theorists and social scientists suggest that a deliberative public sphere would be good for democracy by maximizing emancipatory possibilities and providing broad legitimacy to political decision making. But do ordinary Americans actually want a deliberative public sphere? I examine this question in the context of four contentious “religion and science” debates. Through a multidimensional evaluation exercise with 62 ordinary respondents, I find that evaluation of public representatives in these debates tends to favor open‐mindedness and ongoing debate. Further, respondents explicitly discount elected representatives who participate in public debate precisely because they are seen as violating deliberative norms through their affiliation with electoral politics. Respondents want a deliberative public sphere. However, this desire reflects an understanding of the public sphere and institutional politics as disconnected arenas with incompatible rules and objectives, raising multiple questions for democratic theory and for political sociology.     

Teaching Critical Reflection: A Tool for Transformative Learning in Social Work?

In an Australian Bachelor of Social Work degree, critical reflection is a process explicitly taught in a fourth year subject to students who have returned from their first field placement experience in agencies delivering social work programmes. The purpose of teaching critical reflection is to enable social work students to become autonomous and critical thinkers who can reflect on society, the role of social work and social work practices. The way critical reflection is taught in this fourth year social work unit relates closely to the aims of transformative learning. Transformative learning aims to assist students to become autonomous thinkers. Specifically, the critical reflection process taught in this subject aims to assist students to recognise their own and other people's frames of reference, to identify the dominant discourses circulating in making sense of their experience, to problematise their taken-for -granted ‘lived experience’, to reconceptualise identity categories, disrupt assumed causal relations and to reflect on how power relations are operating. Critical reflection often draws on many theoretical frameworks to enable the recognition of current modes of thinking and doing. In this paper, we will draw primarily on how post-structural theories, specifically Foucault's theorising, disrupt several taken-for-granted concepts in social work.     

A Case Study of Workers’ Development in a Technologically Changing Work Activity

ABSTRACT

The study addresses the problem of how to characterize individual workers’ development while they are engaged in a work activity that is changing. The site of study was a machine shop. Machining work has undergone rapid technological changes, with many of the changes occurring within the working lives of individuals. The work expands our understanding of cognition and shows it as multifaceted, embodying knowledge and skill, as well as identity formation. The work also contributes to a better understanding of how knowledge and skills generalize from one situation to another.     

Who speaks up to whom? A relational approach to employee voice

We adopt a relational approach to examine the effects of social relations and formal structure on who speaks up to whom about problems at work. Data were collected in a two-wave employee survey in three Dutch preschools. Using exponential random graph modeling, we found significant positive effects of formal structure (recipient's hierarchical level; team co-membership) and good relations between speaker and recipient on the likelihood of voice in a dyad. Speaker's hierarchical level had positive effects, significant in Wave 1. Speaker's degree centrality significantly reduced the likelihood of voice, whereas recipient's degree centrality had no effect.     

Why Leave India for America? A Case Study Approach to Understanding Migrant Behaviour*

Money is only one of many factors which motivate Indians to leave India to come to the US. Considerations vary according to the particular stage one is in concerning family development. These decision points occur when one has to decide whether to leave or stay; the factors to consider differ at each point. Decision points generally come when consideration has to be made as to: 1) where one will obtain a university education, 2) where to obtain on-the-job training, 3) where children should be raised, 4) where the best career opportunities are, and 5) where retirement should be spent. The decision is often made on perceptions and stereotypes rather than accurate information. In India, unlike the US, the unit of consideration is the family. The concern is how the family will be affected. Emigration becomes a goal, for the belief develops that going abroad in and of itself is enhancement. In addition, the potential emigrant develops an unrealistic view of what life is like abroad and what to expect.     

Work in unemployment - occupied or preoccupied? A review

This review explores the literature on the concept of work in unemployment and its relationship to health. A range of literature about the activities of unemployed people is reviewed and discussed with reference to three questions: What do unemployed people do?, What activities are associated with the health of unemployed people? and Do unemployed people work? From the literature, two groups of unemployed people are described: those who are characterised by active patterns of activity and those characterised by passive patterns. It is argued that the active group is psychologically healthier than the passive group. Concepts of work in both groups of unemployed individuals are presented, arguing that the active group seeks to replace employment with other work activities and that the passive group are engaged in work also, but that this presents as fret and preoccupation about their situation. These concepts of work are presented in the context of three major theoretical models of the personal impact of unemployment. Finally, implications for practice and directions for future research are suggested.     

Who's Controlling Who? Personal Communication Devices and Work

Personal communication devices have long been part of work life. In recent decades, the range of modes available has proliferated and their use has became widespread. This article examines the ways that personal communication devices have shaped workers' experience of work. It reviews four key areas of research on this topic: the ability to work in new times and spaces; the relationship between work and personal life; the fragmentation of work; and the pace and intensity of work. The article highlights how the issue of control is critical when attempting to understand the how and why of any effects arising from workers' use of these technologies.     

Videoconferencing: A Viable Teaching Strategy for Social Work Education?

The findings of a study that examined students' reports about their experience with ITV are presented. The results are based on two different courses with different instructors and different composition of students. Results show that students in both sites report that the use of technology does not compromise their learning but they dislike it. Strategies for future research to understand the nature of the reaction are suggested.     

A Youth Spent in Construction Work

■woman among ■peopie who are working at the ■site of China's world ■Three ■a driver of No One ■orporation under the Gezhouba Group,she ■drives a 34-ton Karter truck every day.     

Fit for Purpose? Post-Qualifying Social Work Education in Child Protection in Scotland

Recommendations for post-qualifying training and education in child protection social work consistently form part of the political response to child abuse scandals. The influence of child abuse politics upon the push towards post-qualifying training and education has been consistent across the United Kingdom. Within Scotland educators have been quick to respond to the market demand for programme provision and there is now a growing number of academic programmes being offered by higher education institutions. Yet despite post-qualifying training and education achieving the status of ‘panacea’ there is little in the way of a national dialogue about what post-qualifying training and education in social work child protection should look like. The parameters of this have not been subject to any kind of national debate and the Scottish academic community has not entered into a professional dialogue on these issues. More crucially, educators have not engaged in any level of identifiable evaluation of their provision and there is an absence of engagement with the scholarship of teaching child protection at the post-qualifying level. This paper connects with these issues to question whether the post-qualifying training and education delivered by Scotland's universities can be considered fit for purpose.     

Dependency or Self-Reliance? The Contradictory Case of Work in UK Small Business Families

The focus of this article is a relatively neglected area of social and family policy: its relationship with small business. Economic policy makers have encouraged enterprise, particularly in the form of small business, as a solution to problems of competitiveness and economic growth. The article uncovers what an enterprise culture actually means for some of those families who first embarked upon business ownership in the 1980s in the UK Using data from a qualitative study, it contends that, in contradiction to the enterprise rhetoric, for micro-businesses owners and their families, values of self-reliance and dependency often are found as opposite characteristics necessary for the success of a small business. A recent survey of micro-businesses in contrasting British regional economies suggests that such experiences are likely to be found amongst a substantial proportion of micro-businesses.     

Controversy and Its Implications for the Practice of Contemporary Social Work in Intercountry Adoptions: A Korean–Australian Case Study

Abstract

Korean–Australian intercountry adoption has been practiced for 30 years. This longevity provides unique opportunities to develop critical perspectives on a complex, global practice. This paper presents understandings drawn from a study that explores Korean intercountry adoption using Actor Network Theory. It argues that the practice of intercountry adoption in Australia has been shaped by adoption-driven influences and characterised by controversy and competing discourses. It concludes that contemporary understandings necessitate a global, contextual, and critical view that is inclusive of emerging voices and alternate discourses. The challenge for practitioners and policy makers is to ensure the complex nature of the phenomenon is understood by all stakeholders. This will involve remaining child-focused, promoting multilevel interventions, incorporating research findings, and resisting wholly positive discourse that promotes singular perspectives. An awareness of how the internet is used to forge networks and promote discourses is crucial in ensuring multiple perspectives are considered in this contentious practice field.     

Who Is Responsible for This?

ABSTRACT

In the context of providing health and human services for older individuals, modern American culture often depends on formally asserting and battling over a clashing array of rights among respective combatants as a first resort at problem-solving. A substantial impediment exists in our cultural environment that discourages families and professionals, and the agencies that employ them, from recognizing and respecting the rights of older persons in a less adversarial and more subtle, sensitive, and flexible manner. This article discusses this barrier, illustrating it in several aging-related settings, and suggests a paradigm for addressing the situation. Then, several current challenges to the rethinking of rights and responsibilities in geriatric and gerontological practice are acknowledged.     

Applications to Social Work Programmes in England: Students as Consumers?

One of the most resounding impacts of the introduction of the new social work degree in England in 2003 has been an increase in the number of applications to social work courses. However, the processes used by applicants to reach decisions about where to study social work are little understood. This article reports data from six preparatory focus groups and four interviews (n = 38), 17 focus group interviews with first year students (n = 112) from nine social work programmes run in six universities, and 2,606 responses to three online surveys administered to first year students, which were collected as part of the national Evaluation of the New Social Work Degree in England funded by the Department of Health. They show that students use a range of sources to find out about social work education, with rising reliance on electronic media as an information resource. Although the majority cites convenience of location as the chief reason for selecting a particular university, academic reputation appears to be growing in importance. Observations from these data are discussed in the context of consumer behaviour in higher education and in social work education at a time when universities are developing marketing strategies to compete for students.