A “shift in attitude”? Institutional change and sexual and gender-based crimes at the Extraordinary Chambers in the Courts of Cambodia

ABSTRACT

The Extraordinary Chambers in the Courts of Cambodia (ECCC) has been slow to address sexual and gender-based violence (SGBV) crimes perpetrated during the Democratic Kampuchea regime. However, there appears to have been a tentative “shift in attitude” at the ECCC toward the investigation and prosecution of these crimes. This article draws on feminist institutionalist theories, first to explain the ECCC’s initial failure to prioritize SGBV and then to explain how and why this may have changed. The article suggests that such change has not arisen from the ECCC’s formal rules. Instead, various actors working with and around these “old rules” have drawn on these provisions, civil society initiatives and international and national gender norms to modify “informal” practices concerning the prosecution of SGBV at the ECCC. Sensitivity to SGBV is particularly important in hybrid, or internationalized, international criminal structures, which may be hindered by prohibitive practices emerging from both the international and national components of the institution.     

Short Break and Respite Services for Disabled Children in England: Comparing Children's and Parents' Perspectives of Their Impact on Children

Researchers, health and social care workers often seek to understand the perspectives of children; but gathering views directly from children can present difficulties. Parents are often asked to provide accounts of children's feelings or opinions on the assumption that their proxy reports are accurate and unproblematic. This qualitative thematic analysis of open‐question responses from 352 parents and 73 disabled children examines their accounts of the impact of short break services on disabled children. Participants' perspectives differed; children tended to describe immediate outcomes such as enjoying activities and participation; parents acknowledged these, but focused on longer term developmental outcomes for children.     

A Law to Protect, a Law to Prevent: contextualising disability legislation in China

Disability-related legislation in the People's Republic of China has gone largely unrecognised in the North, with the exception of the Maternal and Infant Health Care Law. Failure to contextualise the law has resulted in a simplistic presentation of the Chinese government's response to disability and impairment. This paper takes a first step towards redressing that imbalance. Recent disability legislation is outlined. The emergence of eugenicstyle policies in China is then reconsidered, with reference to the history of Chinese eugenics, the national interests of the current Chinese government and the internationalisation of disability. The complexity of the Chinese government's response re-opens the debate on the place of prevention within a politics of disablement.     

Gender and work orientations in conditions of job insecurity

This paper explores women's and men's work orientations in conditions of job insecurity, arguing that it is time to move beyond essentalist conceptions of work orientations and central life interests in order to understand the significance of paid work in people's lives. Data from a qualitative study are presented which show that the significance of paid work and the priority given to home and work are affected by experiences of job insecurity, changing domestic circumstances and stage in the life cycle and that this is the case for both women and men. Conversely, the significance of paid work can affect how job insecurity is experienced and its impact on individuals and their families. The assumption that men's work orientations are homogeneous and that work is their central life interest is not supported by the findings presented here and it is argued that the significance of work in men's and women's lives is more variable than has hitherto been recognized. To capture this variability it is time to move away from the acrimony of the debate over women's work orientations and notions of a central life interest which underpin it.     

Methods Used with a High Ability Group

Teaching for social justice in a standards-driven social studies classroom can be challenging. However, the authors believe that there does not have to be a choice between meeting standards versus meeting the needs of students. Through semistructured interviews with four current social studies practitioners, the authors found similarities in the language the teachers used to describe the role of standards in their classrooms, teachers' perceptions of context as being important to the tension between teaching for social justice and teaching to standards, and the ways that perception impacted how they negotiated that tension. The authors offer social studies teachers an alternate conceptual frame for viewing social justice instruction in terms of methods rather than content.     

Preventing failure at school

This paper considers early educational interventions aimed at preventing school failure. It begins with a typology of prevention and intervention, then goes on to consider four specific examples of preventive interventions all aimed at avoiding or alleviating academic failure at school. (1) The High Scope pre-school programme for disadvantaged children aimed at providing a ‘better start at school'. (2) Reading Recovery, a targeted intervention aimed at getting children who show early reading difficulties ‘back on course'. (3) A Focused Literacy Programme for improving the reading of all children in disadvantaged neighbourhoods of the inner city. (4) ‘Parent involvement' programmes to improve the reading of all children in primary school through support for literacy at home. Each of the intervention strategies is described and criticised in terms of effectiveness, acceptability and generalisation. Copyright © 1999 John Wiley & Sons, Ltd.