Analyzing Politics and Change in Women's Organizations

Research on women's political action too often passes over women's organizations that do not officially adopt a feminist ideology and do not explicitly set out to change gender power relations. Based on implicit notions that such women's organizations are nonpolitical (or less interesting), the research often supports a false dichotomy between feminist and nonfeminist organizations rather than illuminates women's common political ground. This study addresses women's collective action, politics and change by focusing on the case of Nicaraguan Mothers of Heroes and Martyrs - women who lost a son or daughter in the revolution or Contra War. Although some members in Matagalpa critiqued male domination, the organization itself did not set out to challenge the gendered division of labor; indeed, their collective demands relied upon and in many ways reinforced traditional gender identities. I argue that such movements are important to feminist political analysis. As I demonstrate in this article, an organization's lack of an official feminist ideology does not mean that individual members do not express interests, identities and ideals that challenge the gendered status quo. Such research, however, requires a nuanced approach, recognizing women as both accommodating and resisting gendered social structures. Thus, this study challenges the dominant feminist-feminine dichotomy by demonstrating that women's collective action is not only per se political (and politically important) but may also challenge as well as reinforce gendered power structures.     

Conceptualizing Cultural Politics in Subcultural and Social Movement Studies

In this article it is argued that combining theories of social movements and subcultures provides a way of 'conceptualizing cultural politics'. The focus is on debates that have taken place over the conceptualization of subcultures and social movements as well as the status and viability of cultural politics. Contemporary subcultural theorists are critical of the rigid concepts used by the Centre for Contemporary Cultural Studies (CCCS) but, it is argued, they provide few feasible alternatives. They also have little to say about the supposed contemporary significance of cultural politics. New social movement (NSM) theorists, on the other hand, have generated conceptual frameworks that recognize the complexity of collective phenomena and have developed an approach which enables us to engage with the controversy over cultural politics. However, they concentrate too narrowly on struggles waged at the level of lifestyle, culture and civil society. The article shows how, like the CCCS, critics of NSM theory rightly question the potency of symbolic challenges and stress the persistent role of material issues and the continued part that conventional political actors, such as the state, play in contemporary social conflicts. Finally, the case of New Age Travellers is used to illuminate these debates in subcultural and social movement studies and to show how elements of each approach can be employed fruitfully in empirical research.     

Promoting Deep Learning: A Teaching,Learning and Assessment Endeavour

The need for social workers to develop expertise in critical reflection is now a dominant theme in the literature. How this expertise is achieved, however, remains under‐explored in an environment increasingly focused on outcomes, evidence of performance and teachers' preoccupations with curriculum content and assessment. Students' understanding of critical reflection and how, if at all, their social work education assists in developing this capacity, continue to be under‐represented.

Applying a ‘deep‐learning’ framework, this article outlines an attempt to engage final year social work students in a teaching, learning and assessment exchange that promotes critical reflexivity. It presents the thinking behind the evolution of a unit focused on social work in public welfare and health settings. Using their final assessment exercise in which they are asked to review their learning, it then offers students' responses to that unit. In particular, the paper highlights the personalised practice visions offered by students as they seek to locate themselves, personally and professionally, before making the identity‐challenging transition from student to qualified practitioner.     

Editorial

This paper is primarily concerned with examining how the current re‐emergence of psychosocial theory, mainly emanating from sociology, is useful for informing social work theory. Firstly it considers two extended examples of the limitations and/or contradictions in current theory for social work (that of linguistic determinism and postmodern versions of identity), and suggests how psychosocial theory offers ways forward for understanding and practice. The paper then considers two particular strengths in psychosocial theory: the ability to offer a ‘rich’ conceptualisation of the subject, and the equalising of worker and service user implicit in the theory. A further section looks briefly at the recent application of psychodynamic principles in social work practice, as ‘relationship‐based practice’. It then briefly considers some further implications for research and ‘evidence’ for social work. The paper's final section offers a discussion of two potential limitations in applying psychosocial theory in practice, before concluding that overall psychosocial theory is both productive, useful and appropriate for social work.     

Special issue: Training and Education for Residential Child Care

This paper begins by locating the (controversial) removal of the ‘minimum age at qualification’ regulation in 2003 within the context of wider changes occurring within social work education and the social work profession. This is followed by a report of a small scale exploratory study designed to gather data regarding the experiences of younger students within one undergraduate qualifying programme. The data are then discussed in relation to literature from within social work and allied disciplines in order to consider themes such as ‘identity’, ‘othering’ and ‘recognition’. It is suggested from data gathered during this project that although the gates to social work education have now been opened more widely to school leaving students, they have in effect become social work's new ‘non-traditional’ students and in some cases, inclusion is experienced as partial rather than complete. A discussion of the implications for further research as well as teaching, learning and group process issues on professional programmes concludes this paper.

The initial phase of the research for this paper was funded by an HEA SWAP ‘small projects’ grant.     

Social Workers as Boundary Spanners: Reframing our Professional Identity for Interprofessional Practice

One of the more difficult tasks for social work educators is socializing students into a professional identity. Social identity theory provides a lens to consider what is needed for a social work identity that will continue to be salient for students as they move into practice. Framing social workers as boundary spanners might offer students a professional identity that is congruent with core values, reflects what social workers do and places less emphasis on old debates about the profession. It also positions students well for work in the increasingly interprofessional realms of health and social care. I consider how social workers are well equipped to meet the demand created by ‘joined-up working’ for people with boundary-spanning expertise. Seeing ourselves as boundary spanners is one way to reconcile our professional and interprofessional identities, thereby increasing the chances that our students will continue to identify as social workers when they move into interprofessional practice.     

Making Records Meaningful: Creating an Identity Resource for Young People in Care

Abstract

The Who Am I? research was an interdisciplinary, action research project focused on the past and present record-keeping practices for people growing up in out-of-home care in Australia. This paper reports on two of the nested projects directed at current record-keeping practices. For the 100+ Points of Identity study, a tool was developed (the Document Accessibility Exercise or “Daesy”) to determine the number of personal records critical to identity that could be accessed by practitioners prior to a young person leaving a placement. The Backpack of Identity project developed a further iteration of the action research cycle, as the first project identified the vulnerability of the record when placements for the young person changed. A number of implications for practice arose, including the need for greater attention to the development of personal records (as against an administrative record) and the need for practitioners to understand their responsibilities for the story “of the record” as well as the story “in the record”.     

中国在国际气候谈判中的身份定位及其对国际气候制度的建构

从国际气候谈判开启至今,中国参与国际气候谈判的立场和态度发生了较大程度的调整和变化,经历了"积极被动的发展中国家"、"谨慎保守的低收入发展中国家"和"负责任的发展中大国"三种身份定位。本文拟从国际政治社会理论的角度出发,探讨国际气候谈判过程中中国身份定位的变化以及这种变化如何作用于国际气候制度的建构,并在此基础上思考后续国际气候谈判中中国的身份定位及积极作为。     

Subverting rules and reinforcing stereotypes: Italianness in Madonna of the Seven Moons

This article focuses on a key Gainsborough costume melodrama, Madonna of the Seven Moons (1944). Following the critical revaluation of the ‘woman's film’, feminist film scholars have celebrated Madonna's feminine aesthetics and extravagant Italian setting, seen as an alternative to the austerity of Britain's wartime self‐definition. Using this position as a point of debate, I explore some hitherto ignored implications of the film's representation of Italianness, arguing that Madonna actually reinforces national boundaries by relying on long‐established notions of ‘Britishness’ and ‘Italianness’, and owes its box‐office success to the validation of Italy's ambivalent place in British fantasy.     

Discursive Tactics and Political Identity: Shaping Hungarian Greek Catholic Identity at the Turn of the Nineteenth and Twentieth Centuries

After a brief historical and theoretical introduction to the issues of Greek Catholicism in Hungary, the author presents their identity-creation process by way of analysing the Memorial Album published in honour of a pilgrimage to Rome in 1900. Studying the visual and discursive symbolism of the decorative album, the author considers it to be a symbolic representation of a community and an important step in the gradual creation of a Hungarian Greek Catholic identity. Finally, the author points out that the 100 year-old political process and its symbolic manifestation gained new importance as the formerly propagated uniform socialist identity disappeared in the wake of the political changes of 1989–1990.