Exploring the Potential of Developmental Work Research and Change Laboratory to Support Sustainability Transformations: A Case Study of Organic Agriculture in Zimbabwe

This paper explores the emergence of transgressive learning in CHAT-informed development work research in a networked organic agriculture case study in Zimbabwe, based on intervention research involving district organic associations tackling interconnected issues of climate change, water, food security and solidarity. The study established that We change laboratories can be used to support transgressive learning through: confronting unproductive local norms; collective reframing of problematic issues; stimulating expansive learning and sustainability transformations in minds, relationships and landscapes across time. The study also confirms the need for fourth generation CHAT to address the complex social-ecological problems of today.     

‘Doing femininity’ at work: More than just relational practice1

Workplaces constitute one of the more interesting sites where individuals ‘do gender’, while at the same time constructing their professional identities and meeting their organisation's expectations. Drawing on interactional data recorded in New Zealand professional organisations, this paper focuses in particular on how participants manage and interpret the notion of ‘femininity’ in workplace discourse. In much current usage, the concepts ‘feminine’ and ‘femininity’ typically evoke negative reactions. Our analysis suggests these notions can be reclaimed and reinterpreted positively using an approach which frames doing femininity at work as normal, unmarked, and effective workplace behaviour in many contexts. The analysis also demonstrates that multiple femininities extend beyond normative expectations, such as enacting relational practice ( Fletcher 1999 ), to embrace more contestive and parodic instantiations of femininity in workplace talk.     

Developing intercultural understanding for study abroad: students’ and teachers’ perspectives on pre-departure intercultural learning

This study reports on students’ and teachers’ perspectives on a programme designed to develop Erasmus students’ intercultural understanding prior to going abroad. We aimed to understand how students and their teachers perceived pre-departure materials in promoting their awareness of key concepts related to interculturality (e.g., essentialism, stereotyping, otherising) during an intercultural education course for mobile students. Twenty pre-departure Erasmus undergraduate students from an Italian university, four teachers and one observer participated in the study. Seven hours of audio/video recordings of classroom discussions and teachers’ retrospective narratives were analysed thematically. Although students initially subverted the goals of one of the tasks, they demonstrated foundations of intercultural thinking; followed by movement from self-interest to intercultural awareness of the other; and finally, developing intercultural awareness, supported through opportunities to express emotions/feelings and discussion and application of key concepts of interculturality. Teachers’/observer’s perspectives confirmed the quality and flexibility of the materials in developing students’ intercultural awareness. The findings suggest that pre-departure materials can help students to recognise variety and complexity in self and others in intercultural encounters. But students’ primary needs for practical information should first be satisfied; interactive spaces for expressing emotion and feelings are important for understanding self and others; and scaffolding activities help students to understand intercultural concepts.     

How Is Religiousness Associated With Adolescent Risk‐Taking? The Roles of Emotion Regulation and Executive Function

Existing literature has demonstrated an association between higher adolescent religiousness and lower risk‐taking via higher self‐regulation. This study sought to elucidate the roles of emotion regulation and executive function as parallel mediators in the link between religiousness and risk‐taking in a sample of 167 adolescents (mean age = 14.13 years, 52% male, 82% White at Time 1). Longitudinal results across three waves utilizing structural equation modeling indicated higher religiousness was associated with higher emotion regulation, whereas religiousness was not associated with executive function. Subsequently, higher emotion regulation and executive function were associated with lower risk‐taking. Emotion regulation mediated the association between religiousness and risk‐taking. The findings highlight religiousness as a contextual protective factor for adolescents.     

Forensic psychiatric nursing. Discursive practices and the emergence of a specialty

1. While some authors argue that specialization is a threat to holistic nursing practice, others suggest that specialization is not only desirable and inevitable but should follow a rigorous process, including specific educational curriculum and examination procedures. 2. Two opposing views regarding forensic nursing are found in contemporary nursing literature. Some authors resist the discourse of specialization in nursing, while the discursive practices of others (e.g., leaders in forensic psychiatric nursing) could reflect a desire for power. 3. Using a poststructuralist approach, the controversy that has accompanied the development of forensic nursing through discursive practices is analyzed.     

International Fertility Change: New Data and Insights From the Developmental Idealism Framework

Many scholars have offered structural and ideational explanations for the fertility changes occurring around the world. This paper focuses on the influence of developmental idealism—a schema or set of beliefs endorsing development, fertility change, and causal connections between development and fertility. Developmental idealism is argued to be an important force affecting both population policy and the fertility behavior of ordinary people. We present new survey data from ordinary people in six countries—Argentina, China, Egypt, Iran, Nepal, and the United States—about the extent to which developmental idealism is known and believed. We ask individuals if they believe that fertility and development are correlated, that development is a causal force in changing fertility levels, and that fertility declines enhance the standard of living and intergenerational relations. We also ask people about their expectations concerning future trends in fertility in their countries and whether they approve or disapprove of the trends they expect. The data show widespread linkage in the minds of ordinary people between fertility and development. Large fractions of people in these six settings believe that fertility and development are correlated, that development reduces fertility, and that declines in fertility foster development. Many also expect and endorse future declines in fertility.     

“Little Lena's a Big Girl Now”

Lena Zavaroni became famous as a child star on the British TV talent show Opportunity Knocks in 1974, suffered from anorexia from age thirteen, and subsequently died from complications associated with the problem in 1999, age thirty-five. This article uses 165 press articles from 1974 to 1999 to analyse how Zavaroni's relationship with anorexia was constructed in the British popular press. Existing feminist work suggests that stars with anorexia are worth studying because they make eating disorders popularly visible, with the coverage providing an occasion to analyse how the media constructs anorexia in relation to particular ideologies of femininity. But this article argues that it is important to explore how discourses on fame become intertwined with discursive constructions of anorexia, shaping how such problems are explained and gendered. Because Zavaroni appeared in the media as a child, her trajectory also dramatises how anorexia is seen to be linked not only with the role of the media, but with the development of female identity. Thus, whilst bringing stardom and celebrity into the frame, this article thus seeks to contribute to the feminist work which interrogates how popular constructions of anorexia mark out normative/disordered femininities.     

Writing in te reo at university

This article considers the use of te reo Māori as a language medium of research and scholarship in the universities of Aotearoa New Zealand, and reports on two small sets of empirical data about doctoral theses written in Māori: one a list of 17 such theses, the other the results of 4 interviews. All the reo Māori doctoral theses I found are written on research topics embedded in te ao Māori (the Māori world). Most focus on a specific language type, topic, or kin group; two are about Māori identity and two are about Kura Kaupapa Māori schooling. Interview results show there are steps that universities can take to support doctoral degrees written in te reo to be examined within their institutional processes, underpinned by a welcoming attitude towards te reo and tikanga. Dispensing with the international examiner, a translator to assist in the oral examination, and an abstract in English are three elements of a process that can be formalised and documented. When those individuals who can supervise and convene the examination of such work are supported by their university, to write a doctoral thesis in te reo is successful for all concerned, though never easy.