Children's Voices: The Views of Vulnerable Children on Their Service Providers and the Relevance of Services They Receive

This paper describes and analyses the views of vulnerable childrenof eleven years and under on the relevance of services theyreceived. The two research questions posed were, first, whatare effective practices for engaging with vulnerable children;and, second, how can the voices of vulnerable children be usedto influence the development of policy? The first question wasaddressed through a systematic review of existing literatureon effective strategies for interviewing vulnerable childrenand revealed that few studies that focus on interviewing youngchildren are designed to address effectiveness. As yet, notall young children are asked for their views by those makingdecisions about their lives, though their involvement increaseswith age. The second question was addressed through focus groupsand interviews which revealed that children hold many validviews related to their roles and relationships with serviceproviders and decisions being made concerning their lives. Itwas concluded that whilst children’s lived experienceof services they receive could contribute to the creation ofmore democratic communities in which children and their familiesparticipate, it remains to be seen whether the new Green Paper,Every Child Matters (DfES, 2003), increases their sense of autonomyor merely extends the degree to which they are controlled.     

刍议主动句与被动句互变的局限性

在英语语法中,主动语态与被动语态互变,就是把主动句中的宾语变为被动句中的主语,或被动句中的主语变为主动句中的宾语.但这个法则并不是一概通行的.由于有些动词性质和宾语性质的不同,有些主动句与被动句是不可互变的.     

英语“中动句”及其相关问题

分析英语中动句及其相关的问题后,认为中动句是一种特殊的语态类型,具有自身的句法特征,它表示的是事物本身的内在本质属性,而非看重于被动关系的传达.通过对其产生过程的讨论,确立了中动句在整个语态系统中的地位,并力求使读者对中动句有一个系统认识,能提高其英语的语用表达能力.     

Bringing young children’s voices into programme development,randomized controlled trials and other unlikely places

Interventions aimed at improving children's lives are widespread and research evaluating these is central to policy decisions that affect their lives. Although there is an increasing move in intervention and evaluation research to include stakeholders’ perspectives this rarely extends to children's voices. As a psychologist committed to children's rights, this article explores my experiences of working at times on the fringes of my own discipline, drawing on wide-ranging resources and collaborating with other disciplines. The article reflects on the challenges and opportunities of multidisciplinary research and bringing young children's perspectives into these places where they are rarely heard.     

From “whom to blame” to “nothing to fear”: documentary narratives,voices, and “dependent destigmatization” of severe mental patients (SMPs) in Hong Kong

Media often stigmatize severe mental patients (SMPs) by portraying them as dumb, sluggish, or violent. Conversely, TV documentaries, as a particular media genre, have the potential to destigmatize SMPs by entrusting them with an authentic presence and a direct voice. Illuminated by Couldry’s (2010) discussion on voice and drawing on narrative analysis, this article examines the evolving and joint endeavor of media and mental hospitals in systematically destigmatizing SMPs and in promoting the rehabilitation mode of mental health care in Hong Kong. From 1989 to 2011, Hong Kong Connections produced three documentaries. Shifting the narrative from “whom to blame” to “nothing to fear,” the documentaries establish a destigmatization agenda jointly formulated by the media and mental hospitals. SMPs’ voices steadily increase in length and prominence in the narrative’s temporal line, yet they are strictly orchestrated within the sealed narrative that is subject to the institutional interest of promoting the rehabilitation mode of mental health care in Hong Kong. The voice/narrative inequality between SMPs and mental institutions leads to the “dependent destigmatization” that indicates a dependent power relation between SMPs and powerful institutions.     

Situating Children's Voices: Considering the Context When Conducting Research with Young Children

I problematise my own concept of children's voices in research by reflecting on certain practices in a study that I conducted in a kindergarten classroom in a city in Saudi Arabia. I examine the cultural and social contexts of my research by drawing on my experience of obtaining children's assent or dissent, my assumptions regarding the possibility of reducing power differentials, and finally, my understanding of the ways children voice their feelings and views. I conclude that voices manifest themselves in multiple ways that extend beyond visual or verbal media. Voices are constructed socially and are shaped culturally to reflect norms regarding how individuals should express their views and feelings within a particular setting and time.     

论约瑟夫·康拉德《吉姆爷》的叙事技巧

《吉姆爷》是英国作家约瑟夫·康拉德最受推崇的一部作品,被誉为20世纪第一部杰出的现代主义小说。小说中运用叙事技巧烘托、渲染主题思想,并把叙事技巧的创作艺术推向了一个新的高度。本文着重从两个方面探讨《吉姆爷》的叙事技巧艺术,一是多重叙述角度,主要包括全知全能叙述者的角度;马落的人性化判断叙述;白人次要叙述者与土人叙述者并存。二是时间移位叙事技巧,《吉姆爷》中多次使用时间上的跳跃来实现展开主题事件的目的。     

‘It’s like we’re locked in a box’: Girls’ and mothers’ experiences of the police and legal system following child sexual abuse

This article focuses on girls’ and mothers’ experiences of police and criminal justice system responses and the impact of investigation processes following reporting of child sexual abuse. Participants spoke of a lack of timely therapeutic provision and the subsequent role of female caregivers in providing support. Problems with criminal justice processes and the subsequent impact on families’ wider lives were also discussed. Findings suggest that criminal justice processes need to be better attuned to these micro level impacts and should show more sensitivity to the overall experience of children in the aftermath of sexual abuse. Implications for practice are discussed.     

Disabled students’ narratives about their schooling experiences

An ongoing interest in disabled learners’ voices has been reflected in a number of studies that explore students’ experiences of schooling, as part of the quest to understand how inclusive education can be achieved. These studies, however, have been conducted mainly in industrially developed countries, while very few studies exist from industrially developing countries such as Greece in which disabled people’s voices are under-represented not only in political processes but in research as well. The aim of this study was to investigate disabled students’ educational experience, their social interactions with peers and teachers, the choice of school and the support they received for responding to curricular demands and complexities. The results of the study confirmed that disabled students can provide invaluable information on matters involving their education, and showed how personal experiences of disability are influenced by the socio-cultural experiences lived in different social arenas, such as that of education.     

重估女性主义戏剧

20世纪80年代中期,西方女性主义戏剧批评出现了一种新的发展动向,即对被认定为女性主义的戏剧进行重估。重估女性主义戏剧,主要是从三个层面展开的:一是对被主流文化认同的女性主义戏剧作品进行重估,检视它是否与女性主义戏剧观念相一致;二是对被认定为是女性主义戏剧的作品进行重估,检视它是否能成为“一个女性主义事件”;三是对女性主义戏剧批评进行重估,检视它是否运用了女性主义戏剧理论和方法来观察戏剧历史、戏剧创作、戏剧文本、戏剧表演、戏剧体制和戏剧团体等问题或现象。