Globalisation Continues: The Maastricht Globalisation Index Revisited and Updated

Globalisation is a complex process which leads to an increasing connectedness and interrelatedness in the political, economic, social and cultural, technological, and environmental domain on many different scales. While this is a truly global phenomenon, it also has different impacts and manifestations in different geographic localities. As a result, different nations exhibit different levels of globalisation or connectedness. Further, perspectives on globalisation are manifold and change over time, therefore it is crucial to continuously reflect upon and revise existing methodologies. Composite indices are a powerful tool to capture and measure complex concepts that allow for monitoring complex systems over time and yield relative rankings and comparisons. This article presents a revised and updated Maastricht Globalisation Index for 117 countries and three points in time—2000, 2008, and 2012—including a new calculation methodology and data. Results show that globalisation still continues but has slowed down, due to the recent economic crisis.     

Introduction: Globalisation and identity

Abstract

This paper examines the identities of early leaders of the African National Congress (ANC) at a time when British influences still prevailed in South Africa. African attitudes to the “British World” reveal complex identities that also reflected political and cultural variations according to race, class and region. Relations between ANC leaders and the African “elite” and between the elite and subaltern strata were not straightforward. A careful reading of the discourses in and around Congress points to contradictory attitudes to things British and to ambiguous identities that lingered and contributed to the mix of social and national ideas and identities that influence contemporary South Africa.     

Outcome measurement in work with children: Comparing plans in the UK with experience in the US

The arguments of the Department of Health working party in their publication Assessing Outcomes in Child Care (1992) are reviewed and the proposals in the report compared with the experience of the Community Infant Project (CIP) in Boulder, Colorado. The suggestion that standardized measures are required for comparability of service outcomes is accepted but the working party's decision to advocate a system of schedules which relies upon workers' subjective ratings and the arguments upon which this is based are questioned. The working party's approach is contrasted to that found in the CIP, where standardized outcome measures are employed. Results from the author's research into the outcome of an untreated control group (for the CIP programme) are presented as one example of the benefits of the use of outcome measurement in work with children. The Government should ensure that UK practice benefits from the different approach and philosophy to be found in the US experience.     

University-assisted community school program of West Philadelphia: democratic partnerships that make a difference

The university-assisted community school model is showing results for children and youth in West Philadelphia. The University of Pennsylvania's (Penn's) Center for Community Partnerships has coordinated universitywide efforts, in partnership with the community, in order to create and develop community school programs. The Sayre program aims to become a university-assisted community school, with a comprehensive community problem-solving curriculum and communitywide program that is fully integrated across both the Sayre curriculum and the curriculum of a number of Penn's schools. The Penn-Sayre project demonstrates that higher education can be a permanent anchor for revitalizing schools and communities if the vast resources it possesses, particularly its faculty, students, and staff, are brought to bear in a coordinated fashion.     

Diversity without difference: modelling ‘the real’ in the social aesthetic of a London multicultural school

This article analyses the social aesthetic of the visual displays of a multicultural London primary school. It shows that the social aesthetic of the school models the school as a site of the ‘real’ in Baudrillard's sense of a ‘real’ that is a simulacra of the real, one from which the violence that is produced within and is constitutive of capitalism is expelled. In this view ‘race’ is not a division of humanity caused by racism, it is simply a cultural sign marking diversity. Difference, in the sense of racialised inequalities or racism, can be expelled from the system without ‘race’ itself being expelled. By the same logic, nationalism, as an exclusionary ideology, is separated out from national identity, which becomes simply one of a range of cultural resources that children can draw on in assembling the self.     

Special Education, Inclusion and Globalisation: a few considerations inspired in the Brazilian case

This article analyses contradictory aspects of globalisation in emergent countries and its reflections on special education taking the Brazilian context as reference. It argues that globalisation can only be positive if understood in its humanitarian sense which is in tune with the proposal of an inclusive education and the Education for All movement. The paper points out some key-terms used together with 'globalisation' and raises aspects related to the way(s) in which they affect the education of disabled people in Brazil. It suggests that understanding the new roles of education within the globalised world is imperative for inclusion to take place effectively.     

Implementation and evaluation of a biotechnology research experience for African-American high school students

Exposure to science content and development of excitement for scientific inquiry throughout the high school years are imperative in attracting students into the sciences. The purpose of this article is to report lessons learned and share best practices from the implementation and evaluation of a high school STEM program that aims to provide an authentic research experience for African-American students and expose them to the possibility and benefits of attaining advanced degrees and careers in STEM fields. Participants reported that enriching science experiences improved their college readiness and exposed them to STEM degree and career options. Formative evaluation results lead to the following lessons learned for best practice: 1) Relationships with high schools will facilitate buy-in; 2) Setting clear expectations and assigning responsibilities is essential; 3) Diversity and cultural sensitivity training is necessary; and 4) Programs of this nature need strong evaluation.     

Working in the hidden economy: The experience of unemployed men in the UK

Hidden economy working amongst unemployed people can be defined in terms of working for financial gain without declaration for tax purposes while also claiming social welfare benefits. The extent, nature, and experience of hidden economy working among the unemployed in Britain is, as yet, little understood. As part of an in-depth interview study of 44 long-term unemployed men, 17 of the men talked about their experiences of working in the hidden economy. This paper reports on the extent, nature and experience of hidden economy working amongst these long-term unemployed men, and the meaning of such work to them, their families and local community. The complex matrix of feelings (including guilt, anxiety and pleasure), combined with the financial gains, fear of losing welfare benefit and the ability to practise work-related skills contributed to creating a lifeworld for these men which had implications for their experience of family and community life.     

Close encounters of the stressful kind: Affective,physiological, and behavioral reactions to the experience of crowding

Ninety-six adults participated in a study of the joint effects of interpersonal density and an additional stressor. Experiential reports, psychophysiological indices, and task performance were assessed. Subjects seated either close together or far apart worked on a series of tasks while either expecting a stressful event or not expecting the stressful event. Perceptions of crowding were influenced only by interpersonal distance; those seated close together reported feeling more crowded than those seated far apart. However, if subjects were both crowded and expected a stressful event they reported feeling more stressed and evidenced psychophysiological signs of anxiety. Relevance of these results for an additive stress model is discussed but the model is rejected and an interactional model of crowding and stress effects is proposed. Evidence for processes of social comparison fear reduction was found in some crowded subjects.     

Precarity and structural racism in Black youth encounters with police

Youth experience increased surveillance by and involuntary contact with police officers compared with other age groups. Studies that explore the experiences of youth during these encounters are scant and focus on youth with criminal histories. This research aims to explore the experiences of college-attending youth between 18 and 24 years old in two southern states. The study was designed and conducted according to the tenets of interpretative phenomenological analysis (IPA). Twelve Black youth were recruited and interviewed between April 2015 and April 2016. Three superordinate themes (and subthemes) were identified: (1) negative feelings towards the police; (2) precarity of police encounters (subthemes: police as a threat to welfare; it could be me; steps to follow during police encounters; behavior is irrelevant) and; (3) police response is part of structural racism (subthemes: racism is everywhere; media contributes to racism). The importance of these findings for social work practice and research will be discussed.     

Between sociology and the business school: critical studies of work,employment and organization in the UK

This is a paper about what happens when a form of knowledge moves to another part of the university. The author, identifying himself as an ‘ex‐sociologist’, investigates the relationship between the sociology of work, employment and organization and various ‘critical’ traditions within the business school. I argue that the contemporary divide between sociologies of work and employment, and Critical Management Studies (CMS) within the business school rests in part on developments in UK sociology in the 1960s and 70s. This means that divergent understandings of the role of sociology and its relevant theoretical resources provided the deep structure for the current tension between CMS on the one hand and research on work and employment on the other. The movement of sociologists and industrial relations academics to the business school provided the preconditions for two very different critical traditions. The paper concludes with thoughts on what it means to be an outsider inside an institution, and on the future prospects for Burawoy's ‘critical’ or ‘public’ sociologies in UK business schools.     

Sea breeze: Globalisation and cook islands popular music

This paper examines the dynamics of Cook Islands popular music, most commonly referred to as ‘island music’. Among Cook Islands communities at home and abroad, island music is performed at informal gatherings, at nightclubs and bars. It is also a central component of large functions such as weddings and island fundraising events. String bands—who perform island music—undertake performance tours through New Zealand, the Cook Islands and French Polynesia. These bands also record audiotapes and CDs of their music, which are extremely popular among Cook Islander communities across the region. Despite island music's centrality in many social contexts it is also the subject of much critical debate. It is viewed by some both as a ‘bastardisation’ of ‘traditional’ expressive forms and as an indicator of ‘global’ corruption; local music is seen as ‘swamped’ by Western popular music. I argue that these debates are symptomatic of anxiety about globalisation and related notions of authenticity, cultural ownership and loss. They are also ultimately concerned with negotiating locality and identity across the Cook Islands diaspora.     

The development of supported employment services for people with mental illness: local experience in Hong Kong

Before the 1960s in Hong Kong, specialized vocational services for people with mental illness were very limited, and sheltered workshop seemed to be the only option for their future vocational placement at that time. As discussed in the literature, there are still many shortcomings of the sheltered workshop model, that brings us to the emergence of another community-based vocational service: Supported Employment. Unlike traditional vocational services, the concept of supported employment emphasizes the placing of the clients into integrated work environments and then providing on-going support and work-related skills training in the job post. Though supported employment services help many clients to sustain a job in the competitive market, many service barriers and problems still remain unsolved. These service barriers and problems will be discussed in this article, and suggestions will be made.