‘We fight for all living things’: countering misconceptions about the radical animal liberation movement

This qualitative content analysis of online documents compiled from the North American Animal Liberation Front (ALF), Earth Liberation Kollective (ELK) and Grassroots Ontario Animal Liberation (GOAL) network websites and Facebook pages explores how activism within the Radical Animal Liberation Movement (RALM) intersects with other social movements. While most literature to date traces the RALM’s (dis)junctures with other forms of social justice activism through analyses of their broad ideological assumptions, or the views of renowned RALM scholars, this research provides authentic insights into the voices of Canadian, American and Mexican activists as they are represented in documents they author themselves. Like activists in anarchistic, anti-capitalist, immigrant rights, Indigenous, prison abolition, prisoner support and radical feminist movements, those in the RALM critique capitalism, colonialism, hierarchy, racism, sexism, state power and the prison industrial complex. Our research calls into question the existing narratives that depict the RALM as an extremist, single-issue movement oblivious to all other forms of social inequality, injustice, marginalization and oppression. Rather, RALM activists are building alliances with other radical social movements to achieve the common goal of ending both human and animal suffering and exploitation.     

The big data divide and its consequences

Recent advances in technology and the increasing volumes of data that they enable have led to a wave of scholarly and popular attention to big data. While big data is often heralded for its ability to provide insight, the data, its analysis, and its outcomes are not evenly distributed. Currently, scholarship on big data is extending past work on the digital divide, theorizing a new big data divide. While this work most directly addresses the issues of ownership and access to big data, some work extends the divide to issues relating to skill and use. This extension opens up new complications relating to identity, social sorting, use, agency, and global development that are inextricably related to the issues above and to the study of big data. These issues go beyond the simple language of the digital divide extending inquiries into the realm of digital inequalities more generally. Any work on big data and the big data divide needs to engage with a more broad‐based notion of digital inequalities to be better equipped to handle the complex issues above, as well as the material, democratic, and identity problems that big data bring about.     

Social Psychology,Consumer Culture and Neoliberal Political Economy

Consumer culture and neoliberal political economy are often viewed by social psychologists as topics reserved for anthropologists, economists, political scientists and sociologists. This paper takes an alternative view arguing that social psychology needs to better understand these two intertwined institutions as they can both challenge and provide a number of important insights into social psychological theories of self‐identity and their related concepts. These include personality traits, self‐esteem, social comparisons, self‐enhancement, impression management, self‐regulation and social identity. To illustrate, we examine how elements of consumer culture and neoliberal political economy intersect with social psychological concepts of self‐identity through three main topics: ‘the commodification of self‐identity’, ‘social categories, culture and power relations’ and the ‘governing of self‐regulating consumers’. In conclusion, we recommend a decommodified approach to research with the aim of producing social psychological knowledge that avoids becoming enmeshed with consumer culture and neoliberalism.     

Listening to the voices of children: understanding the human rights priorities of children with disability in Vanuatu and Papua New Guinea

In developing countries, children with disability lack basic services yet their voices are missing in the development agenda. This article reports on research to investigate the human rights needs and priorities of 89 children with disability aged 5–18 years in Vanuatu and Papua New Guinea. An accessible and inclusive research method was developed to enable children with diverse disabilities to communicate their own views via visual, audio and tactile means. Data were analysed in relation to the Articles of the Convention on the Rights of Persons with Disabilities, identifying a wide range of priority areas including recreation, leisure and cultural life; employment; home and family life; and education. It is proposed that policy and programme responses must take a holistic view of children and their needs, affirming but thinking beyond the importance of education, to address the complexity of the systemic disadvantage faced by children with disability.     

Long memory estimation for complex-valued time series

Statistics and Computing - Long memory has been observed for time series across a multitude of fields, and the accurate estimation of such dependence, for example via the Hurst exponent, is crucial...     

Constructing ‘disability’ in Myanmar: teachers,community stakeholders,and the complexity of disability models

This article explores Myanmar teachers’ and community stakeholders’ constructions of disability. We examine how various religious perspectives – particularly Buddhism – inform and shape understandings of impairment and how these beliefs intersect with a strongly medicalised construction of disability. However, in our discussion and exploration of the responses, we also found that the notion of two primary disability ‘models’ – namely the medical model and the social model – lack nuance, complexity, and socio-cultural consideration. Through examining teachers’ and community members’ perspectives of disability in Myanmar, we highlight the importance of socio-cultural variance in understanding local constructions of disability.     

Using a “child's‐eye view” of social success to understand the importance of school readiness at the transition to formal schooling

Recent research into school readiness has highlighted the importance of not only children's cognitive and socio‐emotional skills, but also the degree to which they have family support in the home. The current study examines the association between social success upon school entry and teacher‐ratings of school readiness as assessed by the Brief Early Skills and Support Index (BESSI), controlling for language ability. Importantly, social success was assessed using a “child's‐eye view” with peer‐reported assessments of both social preference and reciprocated friendships. A total of 244 children (131 boys, M_age = 61 months, SD = 4.78 months) in their first year of formal schooling participated. Child school readiness was found to be important for social preference, with the association being more marked for boys versus girls. Family support was the only independent predictor of children's reciprocated friendships. The use of the BESSI, with its broad scope compared to other measures of school readiness, highlights the importance of focusing both on a child's cognitive and socio‐emotional skills at school entry and their family support when exploring the association of school readiness to children's social success at the transition to formal schooling.     

A theory of unanimous jury voting with an ambiguous likelihood

Theory and Decision - We examine collective decision-making in a jury voting game under the unanimity rule when voters have ambiguous beliefs. Unlike in existing studies (Ellis in Theoretical...