Gambling is not a capitalist conspiracy: a critical commentary of literature on the ‘industry state gambling complex’

Research into the political economy of gambling, arising particularly from the fields of sociology and geography, has made many much-needed contributions to gambling studies. It has highlighted the association between gambling and social disadvantage and also highlighted the conflict of interest that arises when governments who liberalize gambling also benefit from the resultant taxation revenue. This has led a number of authors to argue that the global gambling industry, as well as many governments and academics, are party to a modern capitalist conspiracy that (a) redistributes wealth and subjugates the disadvantaged and (b) pathologizes problem gamblers to deflect blame from the industry. This article provides a critical appraisal of these arguments with reference to papers from some of the leading authors in this area. It argues that the important contributions of this area have been tarnished by the overuse of politicized and polemical language in academic/scientific contexts, by the use of conspiracy-style arguments and by unjustified criticism of the behavioural and medical sciences. It also argues that the field of gambling studies is strengthened when generalizations about the role of industry are always supported by tangible examples and evidence at each stage of the critique.     

Building aid workers’ resilience: why a gendered approach is needed

The concept of resilience is increasingly earning attention in development and humanitarian literature. Agencies and organisations are interested to learn about resilient communities, and keen to support the goal of ‘building resilience’ in developing countries. However, there is comparatively little interest in the resilience of aid workers themselves. This article will discuss the need to support aid workers to build resilience, for their own well-being and also for the effectiveness and sustainability of the essential humanitarian and development work they do. It will advocate for the need of embracing a gender-focused approach in the study of aid workers’ resilience, and more generally, in the study and promotion of aid workers’ well-being. The article draws on a qualitative study which found international women aid workers face specific stressors within the organisations they work for, in working relationships with national staff, and in their personal life. Humanitarian and development organisations need to adopt a gender-focused approach to resilience in the provision of psychosocial support for staff working in development, and emergency relief/humanitarian aid.     

When is a bed not a bed? Exploring the interplay of the material and virtual in negotiating home-work boundaries

Working from home is often associated with possibilities of anytime-anyplace working and with a fusion of work and home. In this empirical paper, we explore how the sociomaterial contexts of home-working define and tether what is possible for home-workers in their negotiations with others. Drawing on qualitative data sets, Wengerian concepts are used by exploring the role of boundary objects and brokering in negotiating temporal and spatial boundaries around and across work and home. The home-workers’ bodies are shown to be the key boundary objects, through which technology objects and furniture objects are sometimes fused. Yet, such fusion is shown to be only temporary, always precariously situated and also mediated by identity-regulating norms and values of home-workers. The contribution of the paper is to highlight the limits of what is technologically possible by emphasising the role of the body and material objects in the home-working context.     

What is a complex?

This essay evaluates the question of the ‘complex’ in a range of scientific, political and psychoanalytic contexts, asking not only where lines of connection and demarcation occur among specific distributions of meaning, value, theory and practice; but also probing the psychoanalytic corpus, notably Freud’s writings on the notion of a ‘complex’, in order to reframe various implications of the idea that this term tends to resist its own utilisation as both an object and form of analysis.     

What is a problem?

Among others, the term “problem” plays a major role in the various attempts to characterize interdisciplinarity or transdisciplinarity, as used synonymously in this paper. Interdisciplinarity (ID) is regarded as “problem solving among science, technology and society” and as “problem orientation beyond disciplinary constraints” (cf. Frodeman et al.: The Oxford Handbook of Interdisciplinarity. Oxford University Press, Oxford, 2010). The point of departure of this paper is that the discourse and practice of ID have problems with the “problem”. The objective here is to shed some light on the vague notion of “problem” in order to advocate a specific type of interdisciplinarity: problem-oriented interdisciplinarity. The outline is as follows: Taking an ex negativo approach, I will show what problem-oriented ID does not mean. Using references to well-established distinctions in philosophy of science, I will show three other types of ID that should not be placed under the umbrella term “problem-oriented ID”: object-oriented ID (“ontology”), theory-oriented ID (epistemology), and method-oriented ID (methodology). Different philosophical thought traditions can be related to these distinguishable meanings. I will then clarify the notion of “problem” by looking at three systematic elements: an undesired (initial) state, a desired (goal) state, and the barriers in getting from the one to the other. These three elements include three related kinds of knowledge: systems, target, and transformation knowledge. This paper elaborates further methodological and epistemological elements of problem-oriented ID. It concludes by stressing that problem-oriented ID is the most needed as well as the most challenging type of ID.     

To age or not to age--what is the question?

Over the past 50 years, a generally accepted theory about the evolution of aging has been developed. One common conclusion that has been deduced from this theory is that aging is inevitable in organisms in which there is a difference between offspring and parents. A recent paper by Sozou and Seymour questions this prediction using a mathematical model, but it remains to be seen whether their new results stand up to more general analysis.     

‘People with learning disabilities need a commissioner and a legal charter of rights’ – no they do not!

Since the UK Winterbourne View scandal, there have been a number of reports and responses recommending what should be done to ensure a similar scandal does not happen again. Two ideas have emerged which suggest that people with learning disabilities need a legal charter of rights and a commissioner to make a difference in their lives. This article, however, argues that although it is right that issues affecting people with learning disabilities are at the heart of discussion and debate, this does not take into account the complex, flexible and multiple identities of people with learning disabilities, and their knowledge, experiences and skills. This would be more beneficial in understanding the lives of people with the label of learning disabilities than a commissioner or a charter.     

‘I’m not a quants person’; key strategies in building competence and confidence in staff who teach quantitative research methods’

Initiatives, like the UK ESRC’s RDI/CI programmes and the Q-Step Centres, have a long-term aim of addressing the well-documented decline in the pool of academics able and willing to teach quantitative methods (QM). However, these initiatives will take time to make an impact; therefore, the upskilling of current staff is a vital strategy if we want to maintain QM in curricula. This paper draws on findings from the ESRC RDI project, ‘No More Pointy Clicky, numbers stuff; building staff quantitative skills’. This project focussed on upskilling staff in a large Sociology department. The project was committed to delivering training to develop staff competence in QM; however, it became clear that this alone would not be sufficient to build staff confidence. Therefore, the project rolled-out a more complex strategy that addressed a range of central issues, including, pedagogy, infrastructure, Departmental resourcing and strategy, and staff worldviews, which this article explores.     

To be or not to be involved: a questionnaire-experimental view on Harsanyi’s utilitarian ethics

According to standard theory founded on Harsanyi (J Polit Econ 61:434–435, 1953; 63:309–321, 1955) a social welfare function can be appropriately based on the individual’s approach to choice under uncertainty. We investigate how people really do rank distributions in terms of welfare. According to Harsanyi, the evaluation can be done from the standpoint of an uninvolved external judge, a public official, for example, or by a person who knows that she holds one of the positions in society, with an equal chance for any of the available positions. Are these two structures to be viewed differently? We use a questionnaire experiment to focus on the two different interpretations of the Harsanyi approach. There are important, systematic differences that transcend the cultural background of respondents.     

‘Life is a state of mind’ – on fiction,society and Trump

The article undertakes an allegorical double reading of Being There and Trump as instances of what we call socio-fiction. Crucially in this respect, reality and fiction are not two opposed realms. The two realms always interact in subtle ways, which is why cinema can be a resource for diagnostic social analysis. We first articulate a general commentary on the relationship between cinema and society, introducing the concept of ‘socio-fiction’. Secondly, we analyse Peter Sellers’ Being There, an interesting film focused on the relationship between reality and fiction. In this analysis, we elaborate on different ways of approaching fiction in a sociological prism. And finally, we discuss Trump as a fallout effect of Being There. After all, a film is not just an image of a reality, a shadow or appearance of a social fact; sometimes the reality itself seems to have become an appearance of an appearance, a shadow of a shadow.     

‘The past was never simply there to begin with and the future is not simply what will unfold’: a posthumanist performative approach to qualitative longitudinal research

In this article I argue that in their current genealogical and philosophical configuration, qualitative longitudinal research (QLR) practices – and a wider regime of knowledge, ethical, moral, legal, technological, political and economic practices with which they are entangled – embed and enact representational assumptions in which the realities being investigated – time, change and continuity; the past, present and future – are taken as ontologically given and independent of these QLR (and wider) practices. My approach is to conceptualize QLR practices along nonrepresentational lines, through a philosophical framework that is able to materialize the constitutive effects of QLR (and wider) practices on the objects of study and knowledges produced. For this, I turn to Karen Barad’s posthumanist performative metaphysics – ‘agential realism’ – a framework that embodies and enacts a non-classical ontology in which entities are seen as constituted through material-discursive practices. On this account, QLR (and wider) practices are understood as an ineliminable and constitutive part of the realities they help bring into being.     

‘It’s not my problem’: exploring lecturers’ distancing behaviour towards students with disabilities

While conducting a qualitative study on the e-learning needs of students with disabilities at a South African university, the responses from some of the lecturers indicated that they distanced themselves from the responsibility of providing learner support to students with disabilities. These participants displayed a lack of involvement with the students and tended to transfer their responsibilities to support services on campus, such as the Unit for Students with Disabilities. In essence, this means that the creation of an inclusive learning environment at this campus remains elusive, thus frustrating the learning of students with disabilities in particular. Although the necessity of institutional policies is not refuted, we argue that personal responsibility is essential in bringing about inclusive campuses. Factors contributing to the shifting of responsibility will consequently be explored and ways in which lecturers can be supported to provide enriching learning experiences for all students will be suggested.     

‘This is real now because it’s a piece of paper’: texts,disability, and LGBTQ parents

What role do texts play in LGBTQ (lesbian, gay, bisexual, transgender, and queer) parents’ experiences of disability service systems? In interviews with 15 LGBTQ parents of disabled children in Toronto, Canada, participants selected documents to be used as a focus for discussion. Parents considered how LGBTQ identity and other intersectional identities influenced their experiences of institutional texts including adoption certificates, intake forms, and assessments. Findings suggest that documentation practices can operate as forms of systemic gatekeeping. LGBTQ identity was sometimes very significant in parents’ accounts, and sometimes less central than other aspects of their families' identities and experiences.     

‘To be Free is Very Sweet’

Subject to Others: British Women Writers and Colonial Slavery, 1670–1834. MOIRA FERGUSON. New York & London: Routledge, 1992. xiii, 465pp. £12.99. ISBN O‐415–90476–5.

The Hart Sisters: Early African Caribbean Writers, Evangelicals, and Radicals. MOIRA FERGUSON. Lincoln: University of Nebraska Press, 1993. ix, 214pp. £38.00. ISBN O‐8032–1984–9.     

‘The AISH review is a big joke’: contradictions of policy participation and consultation in a neo‐liberal context

Responsive and appropriate disability policy is ideally developed through the participation of individuals with disabilities. Using a case study methodology, we have examined the policy review process for a disability income programme in Alberta, Canada. We examined questions of participation and consultation and compared individual and agency involvement. Participation was characterized by sustained interactions with government, face‐to‐face collaboration and transparency. Consultation involved short‐term interactions by invitation only, limited input and was more typical in policy construction. In this study individual involvement was more likely to be consultative, while agency involvement was more participatory. In terms of policy outcomes, neither model was more effective. Instead, the government adhered to its original intent, responding in terms of neo‐liberal ideals of independence and autonomy.     

‘All in all it is just a judgement call’: issues surrounding sexual consent in young people’s heterosexual encounters

In the UK, there has been growing concern about young people’s understanding of sexual consent, with the views of young people themselves often lost in academic and educational policy debates. However, the focus on high rates of sexual violence has meant a lack of attention on the everyday negotiation of consensual heterosexual activity, leading to assumptions being made regarding young people’s lack of understanding of sexual consent. This paper emerges from a wider study of over 500 young people which sought to uncover their understanding of the issues. Drawing on data from workshops and the open text responses to an on-line survey the findings presented in this paper show that the majority of heterosexual young people understood the complexity of sexual consent as an embodied process, which can be difficult to define, talk about or practice uniformly. This complex understanding, in which sexual consent is a continuum rather than a dichotomy, has implications for sexual education initiatives. We argue that it is only by providing a closer understanding of how – within consensual sexual activities – young people understand and enact sexual consent through a range of embodied communication strategies that education surrounding sexual assault will become meaningful.