Contemporary Political Thought and Its Implications for Social Studies Teachers

When social studies students have a role in the processes of designing assignments, constructing rubrics, and conducting assessments, they participate in authentic democratic principles relative to their own learning. When given voice, choice, and ownership in their education, social studies students gain opportunities to strengthen their depth of engagement, expand their breadth of responsibility, and increase their degree of satisfaction. Concomitantly, incorporating genuine collaboration helps social studies teachers enhance their teaching effectiveness and improve their overall classroom assessment systems. Ultimately, these techniques help social studies teachers empower their students to live the social studies they are learning in class and apply the concepts to the contexts of their lives. Thus, the learning process becomes more meaningful, productive, and rewarding.     

The social lives of handmade things: configuring value in post‐apartheid South Africa

Taking Arjun Appadurai’s suggestive argument about the ‘social lives’ of things as its starting point, this paper traces the pathways of two commodities for sale in South Africa: a pottery bowl and a resin spoon. Both these objects acquire their value in part from the quality of being handmade. The aim of this paper is not to demystify the claim to value made by either the pottery bowl or the resin spoon, nor to judge one or the other as the more ‘authentic’ expression of a resistance to the contemporary reifications of the everyday. Instead, it explores a family resemblance between these two objects and traces the way in which, within contemporary global ‘regimes of value’, what is handmade acquires value. If, as Jean and John Comaroff suggest, neo‐liberalism ideologically constructs a world of increasing abstraction, the trajectories of these two objects reveal how both locality and work return in an attenuated form as attributes of commodities.     

Private property and the problem of the miraculous: the kramats and the city of Cape Town

This paper seeks to explore the place of kramats the graves of Muslim saints or Auliyah – in the landscape of contemporary Cape Town. The kramat sites have been proclaimed as heritage sites because of their importance as tangible signs of Islam at the Cape. At the same time, the process of the kramats becoming heritage sites has contained moments of intense, often sensational, public contestation. Offering a reading of the discourses surrounding two contested kramats in Cape Town, this paper explores the way kramats mark out a miraculous space in the prosaic modern city and introduce into the post-apartheid evaluation of heritage, alternative conceptions of space and notions of temporality. They are sites of impossibility where, it is claimed, the laws of nature themselves are interrupted to mark the intangible particularities of the site. This paper explores what happens when this miraculous space is subject to the demands of private property and municipal law and the conflicts that arise from this collision of different conceptual and experiential modalities. It considers the effects of the entanglement of legend and history that result from the production of these sites as heritage in a market-driven economy.     

Using an Online Support Site to Extend the Learning to a Graduate Field Practicum in the United States

An online support site was constructed for graduate social work students at San Diego State University in California during their first‐year field practicum. A study was conducted to explore and describe the attitudes of these students toward the usefulness of the site's online features. Students participated in the site through the Blackboard Software Platform by adding discussion threads to asynchronous forums on an online discussion board, receiving information through online announcements, accessing field‐related materials through the site, and engaging in an online network. The most useful forum was related to the learning plan that students were required to complete in planning and organizing their field practicum experience. Students reported that the most useful feature of the site was the ability to access timely information through the online announcements from the Field Education Program.     

Enhancing Wellbeing in Social Work Students: Building Resilience in the Next Generation

The need for social workers to be resilient is widely emphasised. Although enhancing resilience in social work trainees presents a challenge to educators, they are nonetheless responsible for developing professionals who are able to cope with the emotional demands of the job. This paper argues that building resilience in the future workforce should be a key element of social work education. However, as little is known about the competencies and support structures that underpin resilience or the extent to which resilience protects the wellbeing of trainees, an evidence-based approach is required to inform curriculum development.

Recent research conducted by the authors of this paper has highlighted the protective nature of resilience in social work trainees. Emotional intelligence and associated competencies, such as reflective ability, aspects of empathy and social confidence, were found to be key predictors of this important quality. The important role played by social support from various sources was also emphasised. The present paper summarises this research, and presents interventions based on the findings that have the potential to promote resilience and wellbeing in social work trainees. Also considered are ways in which the curriculum might be further enhanced to provide trainees with an internal ‘tool-box’ of strategies that will help them manage their wellbeing more effectively in their future career.     

Some aspects of mating and fertility in the West Indies

This paper deals with certain problems in fertility analysis in the West Indies that have their origin in two characteristics of the populations involved: the diversity of family forms and the imbalance between the sexes. Considerations of the main features of these family types, in terms of a fourfold classification as well as in terms of the threefold classification adopted at recent censuses (single, common law and married), show that many techniques relied on in the study of fertility among European populations are inapplicable to West Indian populations.

The limited data available permit only rough estimates of the rates of formation of different types of unions: but these emphasise that formal marriage usually takes place late in the childbearing period, generally after the couple has had one-or more children, that the formation of keeper unions begins considerably earlier and that the common law type is a transitional state between the looser keeper union and the state of formal marriage.

There seems to be no chance of studying fertility differentials among the several family types in terms of reproduction rates. Census data however provide three measures for this purpose, all of which show that fertility is highest for the married type and lowest for the single or keeper union. These differentials seem to run counter to the more usual pattern of fertility differentials which show fertility lowest among groups of high socio-economic standing.

Imbalance between the sexes is of importance primarily in the problem of arriving at satisfactory indices of fertility, though it may also have contributed somewhat to the establishment of the pattern of low marriage rates. Wide discrepancies between rates based on males and rates based on females appear, both in respect of fertility levels at given points of time and in respect of fertility trends. These discrepancies seem closely related to the imbalance between the sexes in. the reproductive age span. Under these conditions the use of joint G.R.B's clearly offers a more realistic measure of fertility than rates based on either sex.     

Disparities in Academic Achievement: Assessing the Role of Habitus and Practice

Bourdieu’s theory of cultural and social reproduction—with its core concepts cultural capital, habitus, practice and field—is a leading account of the intergenerational persistence of educational inequality. Although numerous studies examine the relationship between class, cultural capital and academic outcomes, and some focus on gender differences in cultural capital, few attempt to operationalize Bourdieu’s accompanying concepts of habitus and practice, and to consider gender differences along these dimensions. The present study addresses these gaps by examining a “structure-disposition-practice” model of the relationships between family socioeconomic status (SES), sex, habitus, academic practices, and academic achievement using multilevel Canadian data. Findings of SES and gender differences in the model offer qualified support for the potential of Bourdieu’s framework to help increase our understanding of class and gender disparities in educational outcomes. Results suggest that habitus, practice and the “structure-disposition-practice” model are not only theoretically sophisticated, but also empirically sustainable and that future efforts to more precisely measure the model’s concepts and relationships are warranted.     

‘Always up for the craic’: young Irish professional migrants narrating ambiguous positioning in contemporary Britain

This paper explores the experiences of recent Irish highly qualified migrants who, having left post-Celtic Tiger Ireland, arrive in post-‘Peace Agreement’ Britain. Our paper contributes to understanding the enduring salience of place and how expressions of identities are framed by specific place-based factors as well as by temporality. We explore how these migrants’ narratives, as ‘successful’ professionals, are framed by complex intersections of historical legacies and changing socio-economic and intra-EU migration patterns. We consider the extent to which residual anti-Irish stereotypes remain, or indeed have re-emerged since the economic recession, and how these negative perceptions may impact on expressions of Irishness. Focusing on accents and other markers of identity, we discuss how Irishness may be constructed through a spectrum of visibilities at different times and in different places. This spatial-temporal perspective may help to go beyond a simplistic, one dimensional ethnic lens by highlighting the contextualities of identities.