Governance for reconstruction in Africa: challenges for policy communities and coalitions

This article seeks to advance analyses and responses to conflict prevention and reconstruction in Africa that go beyond state‐centric perspectives to include a range of non‐state players. Drawing on examples from both Uganda and Canada, it focuses on the activities of NGOs that have ‘partnered’ with state‐based actors in various peacekeeping and peace‐building operations as well as on the increasingly important role played by think‐tanks. The latter have emerged in Africa as major contributors to the proliferating literature on the political economy of violence, an approach that recognizes that African conflict reflects imperatives of production and consumption in relations that juxtapose Africa’s political institutions and cultures with international and global political economies. The article argues that novel forms of ‘security communities’ are emerging from the non‐state/state/international partnerships and coalitions that have developed around contemporary issues like ‘blood’ diamonds, small arms, debt and HIV/AIDS, thus drawing attention to connections between conflict and development.     

What Works in Strategic Partnerships for Children: a Research Review

Strategic partnerships have a key role to play in delivering the government's ‘Every Child Matters’ agenda. There is a developing body of research and other evidence and practice‐informed literature about what works in relation to partnership working. Drawing on a research review commissioned by Barnardos on strategic partnership working for children, this study summarises research findings from a number of sectors relating to the development, delivery and review of effective partnerships. Although there is widespread consensus within the research on the factors contributing to effective partnership processes, there is, currently, relatively little evidence that partnerships lead to positive outcomes for children and young people. © 2006 The Author(s). Journal compilation © National Children's Bureau.     

Regrounding Youth Cultural Theory (in Post‐Socialist Youth Cultural Practice)

This article considers how the study of youth cultural practice in Eastern Europe informs theoretical and empirical debate about youth culture. It charts the trajectory of academic writing on East European youth cultures and suggests the region’s state socialist past (which made social inequalities relatively insignificant at a time when, elsewhere, youth cultural studies were dominated by class‐based readings) combined with the explosion of inequality in the post‐socialist period (by which time class‐resistant post‐subcultural theories led anglophone academic discussion), makes it an interesting vantage point from which to reconsider academic paradigms. Drawing on empirical examples of youth cultural practice in (post)‐socialist Eastern Europe, it argues for a perspective that integrates structural and cultural factors shaping young people’s lives. It suggests moving forward western theoretical debates – often stymied in arguments over nomenclature (‘subculture’, ‘postsubculture’, ‘neo‐tribe’) – by shifting the focus of study from ‘form’ (‘subculture’ etc.) to ‘substance’ (concrete cultural practices) and attending to everyday communicative, musical, sporting, educational, informal economy, and territorial practices. Since such practices are embedded in the ‘whole’ rather than ‘subcultural’ lives of young people, this renders visible how cultural practices are enabled and constrained by the same social divisions and inequalities that structure society at large.     

Towards a political ontology of state power: a comment on Colin Hay's article

This article offers some critical realist, strategic‐relational comments on Colin Hay's proposal to treat the state as an ‘as‐if‐real’ concept. The critique first develops an alternative account of ontology, which is more suited to analyses of the state and state power; it then distinguishes the ‘intransitive’ properties of the real world as an object of investigation from the ‘transitive’ features of its scientific investigation and thereby provides a clearer understanding of what is at stake in ‘as‐if‐realism’; and it ends with the suggestion that a concern with the modalities of state power rather than with the state per se offers a more fruitful approach to the genuine issues raised in Hay's article and in his earlier strategic‐relational contributions to political analysis.     

Lone motherhood as a category of practice

This paper offers a critical examination of the category ‘lone mother’, which tends to be viewed as an identity category by both ‘lay’ people and social scientists. This in turn leads to the category ‘lone mother’ becoming reified, while the socially constructed nature of it remains hidden. The aim of this paper is to find a way of analyzing the lives of lone mothers without making totalizing claims about these women as individuals, but at the same time without depoliticizing the category ‘lone mother’. I argue that adopting Young's (1995 ), concept of ‘serial collectivity’ in the study of lone motherhood would enable social scientists to avoid positing that ‘lone motherhood’ is a unified category or the basis of self‐understanding, while at the same time being able to make pragmatic political claims regarding the inequalities that lone mothers face. Furthermore, this paper argues for studying ‘lone motherhood’ as a category of practice, focusing on how the category is defined, by whom, and to what ends, and the effects this has on the lives of ‘lone mothers’.     

The social worker as intellectual

This paper examines the state of intellectual activity within social work under the conditions of neo-liberalism. It is motivated by concern with the demise of what previously was termed ‘bottom-up’ social work and a growing sense of despair amongst front line social workers regarding their capacity to engage with users, citizens and communities in ways other than those determined by managerial and regulatory mechanisms. This leads us into a discussion about the possibilities of what it might mean for social workers to think of themselves as ‘intellectuals’. It considers the different meanings of the term ‘intellectual’ and argues that social work has much to gain from the tradition which has identified new kinds of public sector professionals as ‘transformative intellectuals’.     

Beginning Practice in Child Protection: A Blended Learning Approach

Statutory child protection is arguably one of the most complex and challenging areas of work within the welfare sector. In the state of Victoria, Australia, the child protection service is delivered by a state government department, the Department of Human Services, employing over 900 staff. A significant proportion of its recruitment is achieved through employing new graduates from a diverse educational base (e.g. social work, psychology and welfare). This convergence of circumstances, inexperienced workers with a variety of professional education backgrounds, beginning work in a complex, highly scrutinised professional domain, creates a unique challenge for in‐service educators responsible for induction. The ‘Beginning Practice in Child Protection’ programme is an attempt to meet this challenge, employing multi‐modal learning resources, interactive skills based clinics combined with workplace learning opportunities structured to deliver just‐in‐time messages. In addition, on‐line ‘virtual vignettes’ that support learning at the employee workstation are utilised. Evaluation findings suggest this programme is successful in achieving its aims of a supported introduction to the work, increasing worker confidence and satisfaction while leading to quality knowledge and skills acquisition. This paper will establish the context for child protection practice in Victoria, describe the programme designed to address the need, before highlighting key messages arising from an independent evaluation.     

Between “Families in Trouble” and “Children at Risk”: Historicising “Troubled Family” Policy in England since 1945

The launch of the Troubled Families Programme in 2011 has thrown into sharp relief how governments develop policies and practices to intervene in the lives of so‐called ‘troubled families’. Commentators were quick to make comparisons with historic efforts to rehabilitate ‘problem families’ in the post‐war period. However, beyond discursive similarities, there are also marked continuities in how family policies have been developed and implemented. This review narrates the rise, fall and rise of concern about ‘problem’ and ‘troubled’ families in England in the context of anxieties about child and family welfare, and the appropriate response of the state.     

The empowerment of marginals: strategic paradoxes

This article is about the disability movement in the Netherlands and its strategies for empowerment of disabled people. Only since the end of 2003 has the Netherlands enjoyed anti‐discrimination legislation for disabled people. But, how important actually is legislation for the empowerment of disabled people? To answer this question, we take a closer look at social movements and their involvement in empowerment and active citizenship. We criticise the disregard of differences and care in notions of active citizenship and propose instead the idea of a ‘varied society’ based on the notions of diverse and ‘careful citizenship’. One of our main arguments is that empowerment strategies necessary to create this kind of society are above all bottom‐up strategies. However, the highly organised disability movement in the Netherlands is confronted with strategic paradoxes that have ‘de‐powering’ consequences. Based on these paradoxes, five recommendations for the disability movement in the Netherlands are presented.     

Official policies and informal transversal networks: Creating ‘pan‐European identifications’ through sport?

The idea that sport has been drawn into helping build a collective identity around the nation‐state, particularly in the immediate ‘era of independence’ after 1945, is well documented. However, it is only recently that sport has been linked to notions of moulding what we term here as ‘pan‐European identifications’. It is our argument that there are two distinctive forms to such identification. The first posits a tangible notion of identity based around territories such as nation‐states. Sport assists in this process through ‘official’ policies, such as declarations, reports and statements by the European Commission and other pan‐European institutions. The second form recognizes that increasing transversal interactions weakens ideas of territorialized identity, resulting in a looser ‘sense of belonging’. Sport helps craft identifications here in an informal manner through pan‐European sporting competitions, such as the UEFA Champions League and 2004 European football championships. This article is structured to look at both forms of this sport/identification interface whilst also considering the complex nature of sport and identity by explaining how sport can simultaneously erode such identifications.     

Suspending,settling, sponsoring: the intimate chronomobilities of young Asian migrants in Australia

In this article, I develop the concept of ‘intimate chronomobilities’ to understand some of the intersections between the temporalities of intimate relationships and of migration in the lives of young and ‘middling’ transnational migrants from Asia to Australia. Drawing on in‐depth interview data, I reveal how romantic partnerships are highly significant to experiences of transnational mobility, and how such experiences take place in the context of a governance regime in Australia in which migration has become increasingly transient, transitionary and transitory, and in which sponsored partner and spouse visas can secure migration futures. The analysis explores how the lived and imagined timelines and timings of intimate partnerships play highly significant roles in defining and structuring migrants' mobilities, and reveals how intimate chronomobilities of ‘suspending, settling and sponsoring’ are understood by migrants through lived experiences of sequence, synchronicity and tempo.     

Schoolyard Conversations: Influencing Suicide Talk in an Elementary School Community

There is a need for shared leadership following a school crisis. This paper explores the phenomenon of ‘contagion’ resulting after a suicide attempt in an elementary school. The contagion allows anxieties, fears, worries, and myths to perpetuate and run rampant among the students and adults alike. This affects how they talk with one another. By capturing the authentic conversations and interventions used when school leaders join together, the reader can learn how a sense of safety within a school culture is restored. The article is necessarily written in the narrative style, in order to capture and reflect the conversational framework used: to understand the problem, to develop the intervention, and to analyze its impact. In this way, field practice and training are joined to create a relevant front‐line model of social work education.     

Management identities in transition: a case study from further education

Since the mid‐1980s. Further Education has experienced deep transformations as the result of market driven reforms and the emergence of ‘new managerialism’ in the sector. The changes affected its governance, purpose, organisation and culture, and had deep influence on the relations and identities in the workplace. This paper explores the response of managers in selected Colleges of FE in England, and their discursive construction of new work identities. It is argued that in mediating the reforms, managers adopt a range of responses and position themselves differentially to the discourses of ‘managerialism’ and the ‘market’. From enthusiastically adopting entrepreneurial management, to resisting, or quietly re‐constructing vocabularies and practices to fit traditional models of professional practice, the managers in this study illustrate the contested nature of implementing reforms in the public sector, and the complex interplay between agency and institutional practice.     

Making a difference: ethical consumption and the everyday

Our everyday shopping practices are increasingly marketed as opportunities to ‘make a difference’ via our ethical consumption choices. In response to a growing body of work detailing the ways in which specific alignments of ‘ethics’ and ‘consumption’ are mediated, we explore how ‘ethical’ opportunities such as the consumption of Fairtrade products are recognized, experienced and taken‐up in the everyday. The ‘everyday’ is approached here via a specially commissioned Mass Observation directive, a volunteer panel of correspondents in the UK. Our on‐going thematic analysis of their autobiographical accounts aims to explore a complex unevenness in the ways ‘ordinary’ people experience and negotiate calls to enact their ethical agency through consumption. Situating ethical consumption, moral obligation and choice in the everyday is, we argue, important if we are to avoid both over‐exaggerating the reflexive and self‐conscious sensibilities involved in ethical consumption, and, adhering to a reductive understanding of ethical self‐expression.     

‘Bring down the controlled movements!’ – exploring the possibilities of and limitations on achieving embodied agency in ballet and fashion

This paper explores the subtleties of exercising embodied agency within two contexts shaped by ideals and norms: ballet and fashion. Here, we focus on how dancers and models rehearsing offstage towards onstage performances negotiate their potential and limitations for achieving agency over and over. Whereas a ‘turn to embodiment’ has occurred within organization studies, less is known about how embodied agency is choreographed and practised between visible front stages and ‘hidden’ offstages, or in relation to the various human and non-human agents present in the field. The empirical material of this paper is derived from two separate ethnographic studies. By combining insights from the two contexts, we make a joint effort to explore a complex phenomenon in more detail. This paper develops our micro-level understanding of embodied agency as a relational endeavour, and offers insights into the surprisingly ‘a-mobile’ discussion of embodied practices within organization studies.     

Drawing Family Boundaries: Children's Perspectives on Family Relationships in Rural and Urban Ethiopia

This article explores how children conceptualise and practice family relationships in two social settings in Ethiopia. Based on ethnographic data, it discusses (i) how urban and rural children construct family; (ii) what family activities children do and which social positions they assume; and (iii) the convergence and divergence of meanings and practices of family relationships between urban and rural Ethiopia. The analysis demonstrates how ‘normative family’ and actual ‘family practices’ are shaped by socio‐cultural, material and spatial contexts. Insights drawn also reveal the complex ways in which access to material resources, geographical distance, rural‐urban locations and cultural traits such as patterns of marriage and child relocation practices shape family relationships.     

Stranger-Danger: What do Children Know?

The current practice in many schools of educating children on how to keep themselves safe from abuse and abduction tends to concentrate on teaching them about stranger-danger and how to avoid it. However, recent research suggests that children may have difficulty in understanding the stranger-danger message (Mayes, Gillies and Warden, 1990). The present study examines 6-, 8- and 10-year-old children's understanding of the concepts of ‘stranger’ and ‘danger’ by analysing their verbal responses to videotaped sequences depicting child encounters with a variety of known and unknown male adults. Results indicate that, although there is some evidence of developing wariness, children at ages 8 and even 10 years appear still to be vulnerable to approaches made by strangers. © 1997 by John Wiley & Sons, Ltd.     

Learning to be Palestinian in Athens: constructing national identities in diaspora

In this article I focus on constructions of diasporic national identities and the nation as active and strategic processes using the case study of Palestinians in Athens. I seek, thereby, to contribute to debates on national identity, the nation and long‐distance nationalism, particularly in relation to those in diaspora with a collective cause to advocate. I explore how first‐ and second‐generation Palestinians in Athens construct and narrate Palestinian national identities, the homeland and political unity. I argue that the need to ‘choose’ to be Palestinian, often for political reasons, highlights that the nation is not a ‘given’ entity. This can be a difficult process for those in diaspora to deal with, as there may be tensions between constructions of political unity and attachment to the homeland and feelings of ambivalence and in‐between‐ness that may be seen as politically counterproductive. However, I stress that ‘messy’ and contradictory narratives and spatialities of diasporic national identities that come about as a result of cross‐border or transnational (dis)connections do not necessarily lead to apathy and, therefore, can be important.     

Research‐based teacher education for multicultural contexts

Graduate programs in education face the challenge of preparing teachers and specialists in education to work with English Language Learners (ELLs). Programs must be culturally responsive, while at the same time respecting state and federal standards for scientifically based practice according to best evidence. The focus of the present study is a graduate program in education that sought to prepare graduate students to address the needs of ELL students. Among the articulated goals of the program grant were that teachers enrolled would be able to: (1) use effective English for Speakers of Other Languages and bilingual educational strategies and methods; (2) use findings from testing, assessment and research functionally; and (3) promote multilingualism, and, in a broader sense, respect and equitable treatment of the heritages of home languages. The extent to which graduates of the master’s program who were working as teachers and administrators at the time of the study were able to make culturally competent connections with ELL students and to establish a repertoire of scientific evidence, based on research findings that they could then use to support their teaching theory and practice, is discussed. Findings reflecting the responses of 57 graduates of the program were as follows: (a) the training provided by the master’s program was rated as more useful than the in‐service provided by the state because its emphasis on research allowed graduates to judge the merits of proposed educational reforms and to clarify their own pedagogy; (b) the ability to cite research reports enabled graduates to be heard by colleagues and to depoliticize discussions regarding curricular reforms; (c) in developing their ‘communities of practice’, graduates made connections with others who had been trained in the use of scientific research in education. The study illustrates how a graduate education program focused on transformation and the encouragement of home language use can prepare teachers to work effectively in a political context of ‘evidence‐based practice’.     

‘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.