Framing Symbols and Space: Counterrecruitment and Resistance to the U.S. Military in Public Education

Despite recent federal laws providing military recruiters unprecedented access to public schools and student information, sociologists have given scant attention to the militarization of education or the military counterrecruitment movement in the United States. Semistructured in‐depth interviews with counterrecruiters reveal five framing campaigns used to resist the armed forces' efforts to dominate the symbolic discourse in public schools: 1) the rendition of information, 2) educational space, 3) heroic military narrative, 4) educational mission, and 5) vocational vision. Analysis examining the interaction of space and social movement framing reveals how counterrecruiters compete with military recruiters over the U.S. public education's foundational values and symbols. This article advances our understanding of the counterrecruitment movement in U.S. public schools and how space influences social movement framing through the concepts of spatial legitimacy, spatial authorities, and spatial protocols.     

What people do with pictures

This article argues that there is no single ‘voice’ that picturing makes audible, nor any single image that it makes visible. It examines how members of two different groups – hospital in-patients and homeless people – talk about photographs they had taken using cameras supplied by the researcher. Examples of these photographs are used in the article to examine conventions of picturing, different ways of narrating content and production, and movement of pictures through space and time. The argument is made that these features are variously deployed in explanations of what photographs mean. This leads to the conclusion that what pictures portray and what stories narrate are better thought of as versions of our experience of the world than as constructions of the world that we experience.     

The Autodriven interview: A photographic viewfinder into children's experience

As children have been increasingly conceptualized as active participants in their own social worlds, researchers have sought methods able to reveal children's perspectives as arbiters of their own experience. In an autodriven interview, photographs of the child's experiences serve as the basis for a child‐directed interview. Studies using this method illustrate its benefit for revealing child‐relevant content. In a study of childhood chronic illness, autodriving encouraged the child's free recall, sense of personal control, and ability to reflect upon photographed events.     

The power to fix the gaze: Gender and class in Victorian photographs of pit‐brow women

This article considers how Victorian discourses on gender and class operate both within and upon Victorian photographs of women miners (pit‐brow women) in their working clothes. The photographs come from the personal collection of Arthur J. Munby, a bourgeois man of the period. In contrast to other studies undertaken on his collection, this article considers these photographs in the context of their commercial sale. Thus this article aims to investigate why Victorian men, such as Munby, purchased such photographs. The article does this by rebuilding the discursive field that gave these photographs meaning. This reveals that the way in which these photographs were actively constructing categories of difference (class and gender) allowed them to signify in a number or erotic and sexualized ways. Furthermore, the article exposes how these particular photographs carried specific meanings of the erotic because these women, unlike other working‐class women, wore trousers. Finally it reveals the power such discourses held in structuring the experience of being a woman miner in the 1860's.     

Public and private photographs of refugees: the problem of representation

In 1948 Manivald Sein made a series of photographs as he crossed the Atlantic Ocean, illegally, on board the Walnut. He was one of 347 passengers, mostly Estonian refugees, who escaped Soviet occupation near the end of Second World War and who were again fleeing Stalin's wrath after living in Sweden for four years. This article will examine the various ways photographs taken by refugees in transit not only give a voice to their experience, but more importantly, allow outsiders to see them as complex human beings, which in turn provides a powerful counterpoint to prevailing stereotypes.     

An “Oasis of Freedom” in a “Closed Society”: The Development of Tougaloo College as a Free Space in Mississippi's Civil Rights Movement, 1960 to 19641

Abstract Based on archival research and in‐depth interviews, this study explores how Tougaloo College in Jackson, Mississippi developed into a pivotal movement center in Mississippi's civil rights movement and the ways in which Tougaloo's faculty and administrators as organic intellectuals helped to create, maintain, and augment such a free space and the social networks who utilized it. The school served as an interracial “safe haven” for those involved in and sympathetic to the civil rights movement who in turn, helped to cultivate networks, ideas, and strategies that contributed to the movement in meaningful ways. The school's heritage, its sources of financial support, and its relative physical isolation allowed Tougaloo College to challenge Mississippi's closed society from within.     

Children's Emotional Responses to a Paediatric Hospital Atrium

This paper illuminates children's emotional responses to an atrium in a contemporary Canadian paediatric hospital. It draws on a focused analysis of data elicited in a qualitative study that explored patients' perspectives on the design and architecture of the atrium. Children were involved in all phases of the project either as consultants on the research methods or participating in interviews and taking photographs of the space. The atrium consists of a main lobby with a high windowed ceiling, brightly coloured elevators with exposed mechanisms, information desks, a large fountain and food venues. Children expressed a range of emotions associated with the space. The findings demonstrate children's ability to identify multi‐faceted issues related to hospital design and affirm their rights to participate in decisions regarding spaces that purportedly are designed for them.     

Express yourself! A student's experience of running a movement improvisation workshop

This paper is an account of a social work student's experience running an improvisation workshop whilst on placement in a children's residential home. It describes the ways in which children were able to use movement and music in a spontaneous and unstructured manner to express their emotions, and how the improvised use of music can enable children to relate to, and understand, their experience.     

A fragmented picture: reflections on the photographic practices of young people

Research on children and youth increasingly features young people's photographs and/or young people as photographers. While this suggests that quite a lot is known about young people's relationships to photographs and camera technologies, this is not the case. Following an overview of studies that engage with young photographers, this article demonstrates why still very little is known about young people's photographic practices – that is, the range of ways and media through which young people take, feature in, and use photographs. The author argues that this gap in knowledge needs to be addressed. Important aspects of childhood, youth and growing up, including identity, belonging and memory, are often experienced and/or expressed in part through photographs and photography.     

Children's interaction with urban play spaces in Tabriz,Iran

While children have the least influence on their physical environment they are deeply affected by it. Play areas for children have been increasingly limited in third‐world cities. In many developing countries population growth has encroached on play areas as low‐density housing and open space are transformed into high‐rise apartment complexes; the availability of urban open space for children is being constricted. While adults design the urban to meet their requirements, they tend to give too little thought to the needs of children. This essay reports on a visual study of urban open spaces for children in Tabriz, a city in northwestern Iran. Children between 6 and 12 years of age were asked to paint pictures of their ideal play spaces. The children's imaginary spaces are contrasted with photographs of actual playgrounds and open spaces in Tabriz. The goal is to understand why children's active use of existing urban playgrounds and open space is on the decline.     

The Dialectics of Multiple Identities and the Disabled People's Movement

This paper explores the issue of commonality and difference in the disabled people's movement in relation to ethnicity, gender sexuality, age and class. Hitherto, disability academics have either ignored or tagged on the experience of disabled black and minority ethnic people, women, older people, and gay men and lesbians. When they are discussed, they have more often than not been discussed separately - for example, disabled black people's experience has always been discussed separately, disabled women, disabled gay men and lesbians and disabled older women. Hence it is not surprising if 'simultaneous oppression' is perceived to be the unique experience of a minority of disabled people. Here, I suggest that it is, in fact, the experience of a majority of disabled people since the majority is not a homogenous mass of disabled white heterosexual middle-class young men, but individuals from diverse backgrounds with a wide range of identities and experiences, and to accept that their only concern is disability is to fall into the same trap as the general population most of whom only see the impairment and not the person. It is imperative to note, however, that the blame does not lie with the social model of disability, as it is sometimes assumed, for that is merely a conceptual tool. The paper discusses the concept 'simultaneous oppression' as applied to the experience of black women and later disabled black people. It is suggested that this is too simplistic an analysis to capture the day to day experience of those who possess negatively labelled multiple identities. An alternative framework is suggested to link the experience of different groups of disabled people and, hence, offer a common ground for unity in the disabled people's movement.     

Implementing a Point‐Based Rewards System as an Educational Tool in Children's Home: From Standardisation to Coconstruction and Negotiation

From a wider educational ethnography, we analysed the implementation of a point‐based reward system as an educational tool in a Spanish children's home. This is examined within a policy and ideological framework strongly influenced by Evidence‐Based Practice, Standardization and New Public Management. The findings show, first, how this system relied on a balance between greater use of standard tools and the experience of the managers; second, how, in practice, basic procedures regarding the system's rigour and objectivity were altered; and third, how the ratings given to evaluate children were very often coconstructed and influenced by broader individual, social and institutional processes.     

Framing Feminism: News Coverage of the Women's Movement in British and American Newspapers, 1968–1982

This article analyses the framing in four British and American newspapers of the second-wave feminist movement during its most politically active period (1968–1982). Using content and critical discourse analysis of 555 news articles, the article investigates how movement members were represented, what problems and solutions to women's oppression/inequality were posed and whose voices were used. This paper identifies: opposition to the movement, support for the movement, conflict and movement defined in terms of its goals. In addition to exploring nuances in coverage across time and space, we use a feminist perspective to make political statements about how gendered hierarchies function through media discourse, and argue that the circulation of patriarchal and capitalist ideologies worked to prevent women's equal partnership with men in both countries.     

Rethinking the ‘neoliberal thought collective’ thesis

ABSTRACT

Numerous scholars have identified the ‘neoliberal thought collective’ as the key driver of the neoliberal transformation. These accounts emphasize the building of neoliberal hegemony through the mobilization of this collective, and the New Right parties who aligned to these ideas. We argue that Australia's corporatist road to neoliberalism pushes against this thesis, as the movement found little sympathy among policy makers. Rather, the thought collective acted more like a ‘ginger group’, attempting to radicalize public debate and create space for new neoliberal arrangements. In Australia, successive centre-left Labor governments rolled out neoliberalism in a series of formal corporatist arrangements with the trade union movement. This paper sets out a reconsideration of the role of the thought collective, on the basis of the Australian experience, and argues this can move us beyond the ideational determinism that has come to characterize key accounts of how neoliberalism developed.     

Residential care and education

SUMMARY. Children in care have a poor record of achievement in school. Those in residential care face particular difficulties, arising from changes of placement, inadequate liaison between children's homes and schools, low expectations among care and school staff, and an environment in which educational needs are not given priority. The experience of one voluntary children's home suggests some ways in which these disadvantages may be overcome.     

The Deflective Power of Reproductive Technologies:

Advances in reproductive technologies are altering women's experience of maternity and childbirth. They increase medical intervention while decreasing women's options and control over maternity. Although presented as increasing individual choices for women, their potential is to restrict choices for women as a group. The Baby M case illustrates that women's experience of maternity is belittled even in the least technologically dependent arrangement of surrogacy. These technologies deflect pressures for social reforms by promising technological fixes for reproductive difficulties. Often these problems have social causes. Women delay motherhood and increase reproductive risks, for example. to conform to male career timetables. Reforming employment policies is blunted, though, by the technological turn. These technologies should not be allowed to deflect the women's movement from pressuring for social change.     

Questioning Heteronormativity: Lesbian and gay challenges to education practice in British Columbia,Canada

This paper explores social movement organizing within social institutions, using the cases of the Surrey book banning and the Trinity Western University, two cases of activist litigation in British Columbia, Canada. In these cases, lesbian and gay teacher activists challenged heteronormative constructions in educational practices, in one case by introducing lesbian and gay-positive reading materials in the elementary grades, in the other by challenging the right of an evangelical university to train teachers for the public education system. In the context of the existing literatures on social movements within institutions and challenges to education practices, the paper emphasizes two main conclusions: 1) challenges to educational practice may be mounted by teachers themselves, despite their professional and 'insider' status and 2) a range of different types of relationships are possible between social movement challenges within social institutions and social movements outside of institutions. In the cases presented here, the strategies, discourses and frames of 'insider' challenges to educational practices were drawn from the teacher-activists' location as part of the broader legally focused Canadian lesbian and gay movement.     

An opportunity for European study in photography

This paper is a study of the how photographs may be redefined in several settings and historical periods. The specific focus is on photographs made by Ernst Brunner during the 1940's and subsequently. The meaning of the photographs has evolved from political to artistic.     

Private and public experience captured: young women capture their everyday lives and dreams through photo-narratives

Recent studies about young people suggest a need to change the way researchers and policy-makers have traditionally understood the concepts of youth, transitions to adulthood, educational participation and the need for young people's voice to be heard. For many young women the taken-for-granted features of everyday life such as family, social, education and paid work are the priorities in their lives. Yet those priorities are frequently masked in large-scale studies, resulting in homogenising the diversity of young people's experiences and abstracting educational engagement from other parts of their lives. The study reported in this paper approaches the issue of young women's construction and defining of their identities in interaction with the broad institutional milieu that is part of their everyday experiences. This approach seeks to understand this lived experience through the use of photo-narratives. The paper explores a rationale for this approach in methodological and ethical terms. It allows for an exploration of the complexity of young women's multiple identities and the changing nature of young people's engagement with post-compulsory senior secondary education.