‘Off school sick’: mothers' accounts of school sickness absence

Interview material, collected as part of a wider ethnographic study of sickness absence in an English primary school, is used to examine how mothers accounted for their decisions to keep children ‘off school sick’. Mothers' accounts suggested a process by which they tested their children's claims on sickness against suspicions of feigning illness. The paper describes, from the mothers' point of view, the process of negotiating sickness with children and how children are categorised as ‘pretending’, ‘upset’ or ‘really ill’. These decisions are set within a wider context comprising: a normative discourse of maternal child health care; contradictory demands placed on mothers by the image of children as simultaneously robust and vulnerable; the surveillance and contradictory demands of schooling; and the use by children of sickness as a means of exercising influence on their social situation. It is suggested that locating child health care in relation to childrens' point in their childhood career (for these children the transition to secondary school) and acknowledging the active role that children play in the construction of illness will facilitate a fuller picture of mothers' unpaid health work within the family.     

Opportunity Theory and Agricultural Crime Victimization*

Abstract A growing body of research lends support to opportunity theory and its variants, but has yet to focus systematically on a number of specific offenses and contexts. Typically, the more crimes and contexts to which a theory applies, the broader its scope and range, respectively, and thus generalizability. In this paper, we focus on agricultural crime victimization— including theft of farm equipment, crops, livestock, and chemicals—an offense that opportunity theory appears well‐situated to explain. Specifically, we examine whether key dimensions of the theory are empirically associated with the likelihood of victimization and also examine factors associated with farmers' use of guardianship measures. In contrast to much previous research, we combine multiple individual‐level measures of these dimensions. We conclude that the theory partially accounts for variation in agricultural crime victimization, depending on the type of crime, and that greater work is needed investigating how key dimensions of opportunity theory should be conceptualized and operationalized in rural contexts. The study's implications for theory and practice are discussed.     

The deskilling thesis revisited: on Peter Armstrong's defence of Braverman

Peter Armstrong's recent defence of Braverman's deskilling theory argues that most critics misinterpret its logical nature. Consequently, the bulk of empirical research indicating short term changes in skill levels cannot be accepted as disconfirming evidence. Armstrong's argument brings out some overlooked elements in the deskilling thesis and points out important limitations of the studies critical of it. At the same time, Armstrong's clarification of the character of Braverman's theory also exposes some of the problems in the deskilling thesis itself. Armstrong correctly points out the long term, tendential character of the theory but fails to confront some central methodological problems in the study of long term shifts in work skills. This paper looks at three issues which Armstrong's argument raises: i) the nature of a ‘law of motion’ which is claimed to be the logical status of the theory; ii) Braverman's very specific notion of skill; iii) the methodological issues associated with analysis of long term changes in skills. Additionally, I explore the issue of technological change which, I argue, constitutes a ‘relatively autonomous’ source of constraints and pressures on capitalism management, not to be treated as a weapon or outcome in management's struggles to control labour.     

Caregiver-Child Interaction in the Development of Self: The Contributions of Vygotsky,Bruner, and Kaye to Mead's Theory

A way of updating Mead's half-century old formulations is suggested. It entails regarding Mead's formulations as one of a class of interactionist theories of the genesis of self. Such theories regard the internalization of symbols and social relations as the basis of self development and stress the role of the interaction between caregiver and child. Sensitizing concepts developed by other theorists, namely, zone of proximal development (Vygotsky), scaffolding (Bruner), and the child-as-apprentice (Kaye), are reviewed as heuristic devices which specify the nature of the interaction between caregiver and child which facilitates the latter's self development.     

MINIMUM DISTANCE and INDUCED STATISTICS FOR TESTING INEQUALITIES

Minimum distance statistics for testing inequality restrictions on the mean vector of a multivariate normal population are considered and are shown to be equivalent to certain induced (or intersection) test statistics. Tests based on these statistics are shown to be admissible.     

The Family,The Statutory Worker and the Therapist Working Together for Change

Myths have developed for some therapists and statutory workers that have prevented or interfered with their forming a satisfactory working relationship. In such a climate, families tend to remain confused and disempowered and become more dependent on the authority of the legal and statutory system. This paper describes work with one particular family and a local Community Services, Victoria social worker, where these issues were addressed in a way that allowed the workers to be clear about their roles and enabled the parents to resume their responsibility for parenting. The emphasis in this article is on practice issues.     

Agency,Structure, and Com parat ive Con texts: Toward a Synthetic lnteractionism

Recent sociological theorizing has addressed the relationship between agency and structure. Although this issue has not frequently been discussed by interactionists, it is implicitly critical to the perspective. As I argue, an interactionist approach can capture both the objective and subjective components of structures, settings, and events, while reminding us that contexts can be defined at all levels of generality and should be understood in reference to other contexts (a comparative contextapproach). I raise the core concepts of obdurateness, constraint, negotiation, sedimentation, symbolization, identification, and ritualization, attempting to generalize these concepts into a synthetic interactionism based on the grounding of action in the comparison of contexts. My goal is to develop an understanding of the “interaction order” that does justice to both order and interaction.