What Do Movements Mean? The Value of Participant-Observation

Participant-observation can teach us much about the everyday meanings of doing social activism. I conceptualize these implicit meanings in relation to work in the sociology of culture, and social movement studies, and give examples from activists' everyday interaction. A participant-observer's forays into implicit meanings illuminate three dimensions of activists' experiences: the ways activists practice democratic citizenship in their groups, the ways they build group ties, and the ways they define the meaning of activism itself. By probing these implicit meanings, we can address questions that concern many social movement scholars. We increase our understanding of how movements grow, accomodate conflict, and build alliances, and we can specify which insights are useful in theories of contemporary or new social movements.     

Who Pays? Can We Pay Them Back?

This chapter is about a very old question that is thrown up again in discussion related to ANT. Do orders have necessary limits to what can belong to them? It is possible to read ANT as containing or demanding a moral commitment to the inclusion of the disenfranchised. It can often seem to be in the business of giving credit where credit is due, spreading recognition to even the most unexpected quarters. To sustain itself such a morality would depend on the possibility of infinite inclusion. By identifying this picture of 'belonging-by-assemblage' and its traditional counterpart 'belonging-by-banishment' and by finding both at play within ANT, the papers argues that ANT is an ethical rather than a moral enterprise, bringing the unanswered question of the nature of belonging to bear across domains, rather than approaching each domain with a 'cookie-cutter' moral formula. The disturbing 'unsecuring' of belonging that ANT involves continues within the philosophical tradition ANT trades on and contributes to in the form of an abiding controversy over the place of the natural world.     

A model for short-term group therapy on a children's inpatient unit

The paper describes the group therapy model which has evolved over the past two years on the Child Psychiatry Inpatient Unit of North Carolina Memorial Hospital. It begins with a brief review of the literature concerning group therapy with latency-aged children. The setting and patient population are described. Vignettes from group sessions are used to illustrate techniques which have evolved to deal with this particular setting and population. These include a leadership style characterized by much clarification, modeling, and limit setting; extensive focus on beginning and terminating; clearly defined behavioral limits; the use of time out; and use of play materials requiring little skill or attention as anxiety binders as well as projective media; and observation and supervisory discussions open to all members of the treatment team. The paper concludes with a discussion of the potentials and limitations of group therapy in such a setting. The thesis is that this model is effective in diagnosing developmental levels, in developing interpersonal skills, in substituting verbalization for action, and in mastering separation anxieties, though the setting limits the extent to which controlled regression, transference, and group pressures can develop and be used to produce change.     

Bridging Scholarship in Management: Epistemological Reflections

If the relevance gap in management research is to be narrowed, management scholars must identify and adopt processes of inquiry that simultaneously achieve high rigour and high relevance. Research approaches that strive for relevance emphasize the particular at the expense of the general and approaches that strive for rigour emphasize the general over the particular. Inquiry that attains both rigour and relevance can be found in approaches to knowledge that involve a reasoned relationship between the particular and the general. Prominent among these are the works of Ikujiro Nonaka and John Dewey. Their epistemological foundations indicate the potential for a philosophy of science and a process of inquiry that crosses epistemological lines by synthesizing the particular and the general and by utilizing experience and theory, the implicit and the explicit, and induction and deduction. These epistemologies point to characteristics of a bridging scholarship that is problem-initiated and rests on expanded standards of validity. The present epistemological reflections are in search of new communities of knowing toward the production of relevant and rigorous management knowledge.     

Perception of Ecological Risk to Water Environments

This paper examines lay and expert perceptions of the ecological risks associated with a range of human activities that could adversely affect water resource environments. It employs the psychometric paradigm pioneered in characterizing perceptions of human health risks, which involves surveys to obtain judgments from subjects about risk items in terms of several important characteristics of the risks. The paper builds on a previous study that introduced ecological risk perception. This second study employs a larger, more diverse sample, a more focused topic area, and comparisons between lay and expert judgments. The results confirm that a small set of underlying factors explain a great deal of variability in lay judgments about ecological risks. These have been termed Ecological Impact, Human Benefits, Controllability , and Knowledge. The results are useful in explaining subjects' judgments of the general riskiness of, and need for regulation of, various risk items. The results also indicate several differences and areas of agreement among the lay and expert samples that point to potential key issues in future ecological risk management efforts for water resources.