‘I Thought We Came for Therapy!’: Autobiography Sessions in Couple Work

Each family builds up its own culture which is partially invisible to each of its members, and so I invite my couple clients to write their own autobiography as part of a move towards self‐differentiation. By emphasising difference in this way, I hope to allow my clients to feel OK about their discomfort, if any, with my ethnicity. I include vignettes to illustrate the process and client response.     

‘Lady,Leave My Culture Out of It!’ An Interview With Nada Miocevic

Nada Miocevic is a social worker and family therapist who trained at Zagreb University in Croatia and at Melbourne University in Victoria, Australia. She completed her training in family therapy in 1975 at the Bouverie Centre, Melbourne. Since migrating to Australia in 1967, her work with migrant and refugee families has taken her throughout Australia and overseas. Currently she is in private practice. Her work involves conducting training courses in supervision and supervision of supervision, as well as her continuing work with families who experience long‐term illnesses.     

‘I Just Couldn’t Fit It In’: Gender and Unequal Outcomes in Academic Careers

This article reports on the findings of two pieces of research that were designed to test and challenge widely accepted theories about the causes of gender inequity in academic employment at the national level, and subsequently in a more detailed case study of one of Australia's largest and most prestigious universities. Both research projects used large‐scale surveys to capture information about levels of human capital, family responsibilities, career preferences, workloads and objective experiences of appointment and promotion. The case study, conducted in 2002, also utilized focus group discussions with particular groups of women who seemed, from the survey data, to be located just under the glass ceiling. The case study research confirmed the earlier national survey research which concluded that discrimination or bias in appointments, promotions and workloads were not significant in explaining men's domination of the senior levels. It also confirmed the significant gender differences in some kinds of human capital (particularly possession of a Ph.D.). But it also pointed to a quite particular explanation for the failure of women to progress to Level D (associate professor/reader) which involved other more general demographic changes — particularly, high rates of separation and divorce, far higher rates of partnering among men than women and the impact of older children's needs.     

‘I Know It Sounds Nasty and Stereotyped’: Searching for the Competent Domestic Worker

The recent upsurge of commercial companies in the market of domestic services has drawn attention in various countries. However, little is known about the operation of these companies and the extent to which their endeavours to industrialize paid domestic work reproduce or break away from historical patterns of gender inequality. In this article, the theoretical debate is informed by empirical data collected in the city area of Lisbon, in Portugal. In particular, open‐ended interviews with the managers of 15 companies provide a privileged view over the practices of recruitment and selection. Multiple sources of segmentation are associated with gendered understandings of class and ethnicity. Far from a paradigm in which stimuli toward industrialization and professionalization would overthrow the traditional centrality of trust and personal bonds in domestic service relationships, managers seek to gain a competitive advantage over rival companies and the informal economy precisely by mastering the trade of trust and personal bonds.     

‘It's Not Fair!’—Voicing Pupils’ Criticisms of School Rules

Socialisation theories have traditionally focused on how children are socialised in a rather unidirectional manner, according to a transmission model. However, more recent research and theories show that children are not just passive recipients, but active agents in their socialisation process. At the same time, children are subordinated to adult control. In school, they are regimented and involuntarily subjected to mass routines, discipline and control. The aim of this study was to explore and give a voice to pupils’ critical thinking about school rules and their teachers’ behaviour in relation to these rules. Ethnographic fieldwork and group interviews with students were conducted in two Swedish primary schools. The findings show that pupils criticise some school rules, distrust teachers’ explanations of particular school rules, perceive some school rules and teachers’ interventions as unfair and inconsistent, perceive no power over the construction of school rules, and express false acceptance and hidden criticism. The findings are discussed in terms of hidden curriculum, power, mentality resistance, democracy, participation and democratic citizenship education.     

‘Doing things with words’: Sociology and ‘Family Policy’ debates

In examining ‘family policy’, previous work on ‘family ideology’ is developed to demonstrate that ‘traditional family sociology’ has been ‘doing things with words’. In this area sociology, far from being innocuous, has had real impact upon society and may well have been oppressive and deeply reactionary.     

From ‘weak’ to ‘strong’ multifunctionality: Conceptualising farm-level multifunctional transitional pathways

Building on normative conceptualisations of multifunctionality as a decision-making spectrum bounded by productivist and non-productivist action and thought, this paper analyses farm-level multifunctional agricultural transitions. First, the paper suggests that it may be possible to categorise different farm types along the productivist/non-productivist multifunctionality spectrum, and that transitional potential from weak to strong multifunctionality often differs between different categories of farms and types of farm ownership. Second, the paper conceptualises multifunctional transitional processes at farm level over time, and introduces the notions of multifunctional path dependency and decision-making corridors, the latter of which can be understood as ‘bundles’ of decision-making opportunities bounded by productivist and non-productivist action and thought. The analysis suggests that system memory plays an important role in defining the likelihood of multifunctional actions, and argues that transitional ruptures—sudden breaks in transitional pathways—often characterise farm-level transitions. The paper concludes by highlighting the methodological challenges awaiting future researchers of multifunctional agricultural transitions.     

Becoming ‘Real’ Entrepreneurs: Women and the Gendered Normalization of ‘Work’

This article focuses on the way in which women entrepreneurs legitimate their place in a gendered economy by reifying a divide between ‘real work’ and ‘not‐real work’. Using ethnographic approaches to follow the everyday lives of several women who own and operate small businesses in the USA, our article documents three gendering practices the women use for ‘becoming real workers:’ embodied, spatial and temporal. The study shows that women entrepreneurs become ‘productive workers’ by recasting reproductive work as non‐productive or not‐real work. At the end, we explore two possible alternative conceptualizations of ‘work’ that could contribute to dissolving this gendered divide.     

Accounting for Exclusion: Giving a ‘Voice’ and producing a ‘subject’

SUMMARY: This article examines a series of accounts of exclusion given by pupils and a teacher in interviews and a group discussion. It is argued that it is important to hear pupils' experiences. However, it is recognised that it is never possible to access an experience directly, since the process of research alway shapes the way an account is constructed. This does not invalidate the research, since it is argued that the way pupils relate to the interviewer and the way they talk about their exclusion seemed indirectly to reflect important differences in the way exclusion is experienced. Specifically, two ways of managing exclusion were identified by pupils: some pupils protested about being excluded and welcomed the invitation to tell their story. Others distanced themselves from the event, by speaking of their exclusion in objective and concrete terms. These styles of accounting are compared to the way in which the head teacher discusses the topic of exclusion.     

‘It feels right in my heart’: affective accountability in narratives of attachment

This article makes a contribution to discussions around ‘affect’ in the social sciences (Clough and Halley, 2007; Connolly, 1999; Massumi, 2002). It emerges from a research project involving a network of mothers – in London – who breastfeed their children to ‘full term’. Typically, this would be up to the age of three or four, though ranged, in this case, to between one and eight years old. For many women, the most fundamental reasoning in their decision to breastfeed to ‘full term’ is that it simply ‘feels right.’ The article therefore explores anthropological approaches to the ‘feelings’ that embodied experiences generate, as revealed in the accounts and practices of the people we work with (whether at the physiological, emotional or moral levels). It considers various means of describing the feelings experienced by women during of long‐term breastfeeding – such as ‘hormones’, ‘instinct’ and ‘intuition’– but ultimately argues for a theoretical framework of ‘affect’ to incorporate best the combined physiological and moral aspects of ‘doing what feels right in my heart,’ so critical to women's perceptions of themselves as mothers.     

‘Cleaning Your Glasses’: A Prerequisite for ‘Catching Your Child Being Good’

Used widely throughout the parenting literature, the phrase ‘Catch them being good’ encapsulates much of current practice that has been shown to be effective in reducing instances of non‐compliance in children with complex and challenging behaviours. ‘Catching your child being good’ is obviously in line with the strategies of praise, encouragement and positive reinforcement. But for some parents, ‘Catching their child being good’ after long periods of defiance becomes almost an impossible task. Metaphorically speaking, ‘Cleaning your glasses' is a necessary prerequisite for effectively ‘catching your child being good’. This metaphor and an associated six‐phase therapeutic intervention seek to enhance a parent's ability to ‘Catch their child being good’, by working through parental distortions, restraints and negativity. This paper introduces the metaphor's origin and use; describes keys concepts; and gives a detailed case example to highlight the advantages and limitations of the intervention.     

‘You Make Me Feel like a Woman’: Therapeutic Cultures and the Contagion of Femininity

This article explores the relations between processes of emotionalization in society, therapeutic cultures in the workplace and new forms of emotional subjectivity and self‐presentation. For many commentators, this subjectivity is culturally feminized, drawing as it does on first‐person narratives, confessionals, emotional performances and ‘the personal’ and it is also highly problematic. In particular, the article speculates on the emergence of a somewhat hostile reaction by some prominent critics to these emotional selves, to whom they appear to represent a form of emasculation. Exploring a range of ‘archives’ in different discourse registers, the article suggests that these dismissive responses could be seen to signify growing cultural anxieties about the imagined feminization of the self and the workplace. The article concludes by proposing that while therapeutic cultures are politically ambivalent, the significance of the resources and solace that they offer should not be ignored or trivialized.     

The ‘Sociology’ and ‘Anthropology’ of Berthold von Regensburg*

Abstract This article deciphers the views of the German thirteenth century preacher Berthold von Regensburg about ‘social nature’ as they are demonstrated in his sermon ‘Of the five talents’. Berthold von Regensburg interprets the Gospel parable (Matthew, 25: 14–30) quite freely, in accordance with the social realities of his own time. The ‘talents’ given by God to the human being are their personalities, social vocations, or offices, life-time, wealth, and love to their neighbours. Such an interpretation of the sacral text in the sermon read in a big South German town seems to be a kind of reflection of the burghers’ mentality. The hypothesis finds its further confirmation in other sermons in which he enumerates the professional groups of that society; this analysis is clearly town-oriented. A fuller context for this text is provided in the author's own work especially ‘Questions of Philosophy’Voprosi Philosophii (Moskva, 1990)