‘Setting the captive free’: Thomas perronet thompson,british radicalism and the west indies, 1820s–1860s

This article explores the aims and agitation of British radicals who interested themselves in the West Indies during the early and mid nineteenth century. It analyses debates about slavery, race, empire, free trade, sugar and the conduct of those who hold power at home and in the West Indian colonies, using lines of inquiry suggested by the conduct, speeches and writings of Thomas Perronet Thompson, the radical MP and political economist who devoted much of his public career to colonial and particularly West Indian matters. Thompson can be taken to represent a body of opinion that wanted significant changes in the economic and constitutional relationship between Britain and the West Indies, and he was no less committed to a radical reform of the political, economic and social make up of the colonies themselves. Radicals frequently disagreed with each other on the West Indies, however, and Thompson's role in these disputes also reveals a great deal about the context within which the aforementioned debates proceeded.     

Gender differences in perceptions of aftercare supports and services

Youth depart residential care with many continued risk factors, unique needs, and challenges as they reintegrate into the home, school, and community settings. Currently, there is limited research on needs and best practices in aftercare services and supports for youth departing from residential settings and even less is known about how these differ by gender. While preliminary studies have explored perceptions of need during reintegration and aftercare by youth and caregivers, little is known about how these may differ by gender or if perceptions change over time after experiencing the initial transition period. One way to address this knowledge gap is to identify how prepared males and females feel for reintegration in critical life domains, their beliefs about aftercare, and preferences regarding potential services or supports to aide in the reintegration at discharge. Therefore, the purpose of this study was to explore if males and females differ on preparedness for reintegration across critical life domains, beliefs about aftercare, and preferences regarding potential services or supports to aide in the reintegration at departure from a residential treatment facility (N = 132). Overall, very few differences were found between males and females at departure. Implications, limitations, and future research are discussed.     

Is program structure related to stigma and community acceptance of justice-involved adolescents?

Objective

The aim of the study is to examine the impact of diversion program characteristics on social stigma of delinquent adolescents in Jordan.

Method

A street survey of adults was conducted in Amman, Jordan. Respondents were randomly assigned to read one of four vignettes involving a delinquent adolescent who participated successfully in one of four types of juvenile justice interventions: detention center placement; diversion with counseling; diversion with counseling plus victim apology and restitution; and diversion with counseling plus family-based apology and restitution. Respondents reported their willingness to accept the adolescent as a member of their child's school, as a friend of their child, as a spouse for their child, and as a future employee. Seventy seven percent of adults approached participated (N = 137).

Results

Respondents reported greater willingness to accept the adolescent when he participated in any of the three diversion programs compared to the detention center condition (β = .80, p < .05). However, there were no differences among the diversion program types (i.e., counseling only, counseling plus individual restorative justice, counseling plus tribal restorative justice) in acceptance levels. Regardless of intervention type, the perception that the adolescent had ‘learned his lesson’ was associated with greater acceptance and with heightened expectations of future success.

Conclusion

Intervention characteristics can influence public stigma in the Middle East. For justice involved youths, interventions that increase perceptions that youth have learned their lesson is a crucial ingredient to stigma reduction efforts. Social work interventions with delinquent adolescents and their families need to incorporate stigma management strategies that convey lesson-learning as a key intervention outcome.     

Do ENDAs End Discrimination for Behaviorally Gay Men?

Twenty-two states have implemented state Employment Nondiscrimination Acts (ENDAs) making sexual orientation discrimination illegal, and Congress has repeatedly considered a federal ENDA. However, we know very little about the impact of existing ENDAs and the likely impact of future ENDAs. I describe the implementation of ENDAs and highlight their shortcomings relative to federal employment nondiscrimination law. Despite their shortcomings, I show that state ENDAs decrease wage differentials by roughly 20 % for behaviorally gay men. ENDAs appear to reduce this wage differential by reducing the portion of wage differentials typically associated with discrimination. These results inform a contemporary policy debate over the necessity and impact of expanded protection from discrimination for gay men. (JEL J1, J3, J7)     

Applying Complexity and Emergence in Social Work Education

Complexity theory provides social work educators, researchers, and evaluators with a promising approach for examining the concepts of interconnectedness, non‐linearity and emergence. This paper introduces complexity theory, provides an example in which a large international non‐governmental organization developed the capacity to address the issue of human trafficking, and discusses implications for applying this approach to social work education coursework. Social work applications of complexity range from understanding emerging social movements, to encouraging human rights and resiliency in target populations, to understanding the interdependencies of communities.     

The labour process in agriculture: Changes in maize farming in South Africa during the 1970s

Based on a field study of 61 farms in the Western Transvaal, the paper describes a number of important changes in the labour process that took place on South African maize farms in the 1970's with the adoption of new technology. The causes of these changes and the consequences, chiefly for the level and composition of employment and for control of the labour process, are investigated. Several substantive differences between the labour process in agriculture and in secondary industry are discussed.     

Examining the ‘Conservative Revolution’: Neoliberalism and Social Work Education

Within social work education, there may be a failure to adequately and critically examine neoliberalism and processes of neoliberalization. In this context, those seeking to grasp the meaning of neoliberalism should be attentive to at least six interconnected components: how we might define neoliberalism in relation to the ‘embedded liberalism’ it endeavoured to supplant or displace; the role of the state within neoliberalism; the concept of ‘accumulation by dispossession’ which illuminates how neoliberalism has constantly aimed to redistribute in favour of the rich; the centrality of insecurity and precariousness; the renewed and retrogressive faith in incarceration and, more broadly, what has been termed the ‘new punitiveness’; and how neoliberalism, in practice, is often at variance with the theory and rhetoric. It will be suggested that contemporary interpretations of neoliberalism by, for example, David Harvey and Pierre Bourdieu—along with the insights of Antonio Gramsci—might aid our understanding during a period of, now perhaps, faltering neoliberalization.     

In Memoriam

This article discusses the origin of social work education in Africa as an export of colonial powers. Social work or social work education has not been the product of a progressive social metamorphosis but rather that of foreign methodologies imposed on African societies. Consequently, the essence of social work education lacks relevance in terms of its philosophical, value and ideological base. Thus students who graduate from such a system of education tend to remain, to some extent, unfamiliar with indigenous knowledge systems and lack adequate knowledge in working with the people. The paper further argues that, while the origin of social work education is well known, its future direction, development and focus on the continent remain unknown, at worst haphazard, ad hoc and undirected with serious implications for the mission and vision of the profession. Social work in Africa has been without a platform to foster discourse on its nature, character and direction. Transformation of social work education from being Euro-centric to being Afro-centric has to be spearheaded by an organization that can provide a forum for dialogue, leadership and a contextual framework. The article therefore examines the need for such a forum and briefly discusses past efforts in this direction in an attempt to provide a direction for transformation.