Scholarly ethics and courtroom antics: Where researchers stand in the eyes of the law

In 1993 the author, then a Ph.D. candidate in sociology, was jailed for 159 days after refusing to violate the American Sociological Association’sCode of Ethics provisions prohibiting the sharing of confidential research data with law enforcement authorities. This article discusses theCode, presents the facts of the case, answers critics of the author’s and the ASA’s stance, summarizes an attorney’s analysis of researcher’s rights in the eyes of the law, and concludes by urging sociologists to seek federal legislation protecting them and their work product from intrusions by public and private institutions. with emphases in environmental sociology, social movements, research methods, and science and technology at Montana State University.     

The frontline delivery of activation: workers’ preferences and their antecedents

This article intends to contribute to the increasing body of academic literature on the frontline delivery of activation policies. In line with the broader literature on frontline work, this literature focuses attention on frontline delivery practices and preferences and how these can be explained. Activation work is an interesting case in this context, because activation workers’ jobs designs vary considerably and workers have a diversity of educational backgrounds (including but not limited to social work) in the many countries that have implemented activation policies. This article looks at workers’ preferences rather than actual delivery practices. It analyses how job design and educational background are related to workers’ preferences concerning servicing clients, managing activation workers and spending time on various activation-related activities. Although the findings of the research that are presented in the article show that educational background and job design play only a modest role as antecedents of workers’ preferences, future research into this issue remains interesting. For it may help to increase our insights into the optimal match between what activation aims to achieve and how the provision of activation is organized on the one hand, and workers’ skills/qualifications and job design on the other hand.     

The Accounts of Special Education Leavers

There has been comparatively little analysis of the ways in which pupils within special education describe themselves. This paper looks at the linguistic repertoires that leavers from special education in Central Scotland drew upon in order to account for their presence in what was seen by those around them as a stigmatising environment. Eighteen special education leavers were interviewed: first of all either before or around the time that they left school; and then, for a second time, between twelve and eighteen months later. This study suggests that these special education leavers drew upon at least four different linguistic repertoires to explain their presence within a segregated environment. Two points emerge from these accounts: first that these repertoires accounted for the leavers' presence within special education without drawing upon notions of individual pathology; and secondly, that the accounts of these leavers changed according to the differing accounting tasks that the leavers were faced with. The implications of this research for those who work with teenagers and others who are forced to account for their presence in a stigmatising environment is discussed.     

Toward Less Division of Labor? New Production Concepts in the Automotive, Chemical, Clothing, and Machine Tool Industries

In this contribution, we focus on the results ofthe Belgian Trend Study. The intention of this study wasto examine the prevalence of new production conceptswithin the widest possible range of companies in the automotive, the machine tool, thechemical, and the clothing industries. The Trend Studyaimed to answer the following questions: is theTaylorist division of labor a thing of the past? Whatare the alternatives? Are shifts in the division oflabor accompanied by another type of personnel policy,and do traditional industrial relations have to make wayfor this new approach? The methodological concept used had to guarantee that the findingsat the level of each industry could be generalized.Though the picture emerging from the empirical datacollected in the four industrial sectors is inevitablydiverse, the data make it possible merely to suggest aneo- rather than a post-Taylorist or -Fordistconcept.     

IN and ICE as a Means to Promote a ‘New Personhood’ in Europe

Intercultural negotiation (IN) and intercultural education (ICE) are two emerging perspectives which break away from traditional regional and national identity concepts. The underlying philosophy is to view the European person as one who is capable of dealing with diversity (of both a social and cultural nature), and to focus socialization and (school) education on the enhancement of individual capacities to cope with intercultural communication and negotiation, and with differences in learning styles and socialization. The dichotomy “Us — Them” is overcome and supplanted by an intercultural ‘common ground’ of diversity within which the person develops his/her profile. In this paper some approaches to IN and ICE are brought into focus and analysed. The aim of the paper is to highlight how IN and ICE could become vehicles for personhood development after the nationalistic era in Europe.     

Plea in favor of ‘trivial mathematics’ in a multimathemacy educational perspective

Sketching three different approaches to mathematics education, I choose for a pluralistic view, called multimathemacy. The focus is on cultural diversity and particular and local skills and insights in the out-of-school knowledge of the children. ‘Trivial mathematics’ as Hardy called it can be used as a bridge between these skills and insights and the abstract thinking in so-called pure mathematics. The sociocultural learning theory of the Vygotsky school and its contemporary elaborations should be adopted in teaching procedures and curricula to that end.     

Making welfare conditional: A street-level perspective

This article looks at how welfare conditionality is delivered at the street level. It argues that the street-level delivery of welfare conditionality is structured by policies, the governance context in which workers deliver welfare conditionality, the organization in which they work, and the occupation they are part of. Characteristics of these contexts present street-level workers with a variety of signals and incentives that direct their decision making. The article elaborates on this proposition on the basis of a review of academic studies analysing the street-level delivery of various aspects of welfare conditionality: the use of sanctions, service personalization, and the treatment of vulnerable clients. The review shows that context characteristics together have a significant impact on the street-level transformation of welfare conditionality policies into practices. Street-level decision making concerning the use of sanctions is far more complex than can be captured by a perspective on street-level workers as merely policy implementers. Sanctioning practices are sometimes harsher, sometimes more lenient than policies lead us to expect. The “soft” side of welfare conditionality—represented by service personalization—is often under pressure at the street level, potentially strengthening welfare conditionality's tough side. This affects vulnerable jobseekers most: Street-level studies show that the balance between disciplining and enabling aspects of welfare-to-work is most at risk for more vulnerable groups. The article concludes that the contextual pressures street-level workers have to deal with in their daily work hardly reflect the “delicate equilibrium” that they need to deliver welfare conditionality in a professional, responsive, and responsible way.