Living history,undoing linearity: memory‐work as a research method in the social sciences

If we accept that social research is not simply a matter of representation, but involves actively intervening in and constructing our current social and political conditions, we are then presented with a set of problems about representation and intervention. The methodology, memory‐work, is introduced here as one specifically developed for the purposes of undertaking politically engaged social research. In this paper, I describe the rationale and method of memory‐work, emphasizing the ways in which it involves undoing the subject of linear, causal, biographical narratives and a notion of the subject as collectively constituted. I elucidate the method by drawing on an example from research about HIV subjectification in which the notion of individual responsibility arose as a problem for memory‐workers—it simultaneously enables and constrains actively working on oneself and one's world. Discussing this research leads to a consideration of the ways in which the methodology needs to be adapted to reflect the specific concerns of one's time and place. I conclude with a discussion of the important but limited notion of history entailed in the original conception of memory‐work.     

Systemic Racism: A Theory of Oppression

Historical in scope, trenchant in tone, Feagin's latest contributionto the literature on racism sets out to develop a sociologicaltheory of oppression through which racial-ethnic relationshipsand events in the USA can be interpreted. Feagin's primary focusis the subjugation of African Americans from the slavery erato the present. His theory argues that white-on-black racismwas one of the principal bedrocks upon which the USA was founded,engendering an archetypal system of white privilege that hasbeen sustained to this day and that manifests itself in everymajor societal institution. The centrality of white-on-blackoppression to his conceptualization     

What makes a good placement? Findings of a social work student-to-student research study

Social work fieldwork placements are recognised as a key component of social work education. This article analyses the experiences of students who have completed one social work placement and examines what they felt was most effective in aiding their learning. The innovative methodology used for the research enabled first year students to design an on-line survey which they administered to their second year student colleagues. The first year students gained experience in designing and administering a piece of research, but also gained a greater understanding of what previous students have found assisted their learning on placement. This cross-sectional research surveyed accessed the 2014/15 cohort of year 1 and year 2 Masters in Social Work (MSW) students. Students reported how prepared they felt for placement and also who or what facilitated their learning on placement. Students’ perception of the volume of learning on placement was strongly correlated with satisfaction. It is argued that being able to clearly identify types of interaction that enhance students’ learning, leads to more positive outcomes for all involved in the placement experience.     

A Friend In Deed? Can Adolescent Girls Be Taught to Understand Relational Bullying?

Relational aggression is common among girls. It can be distressing for the victim and may not always be recognised as a form of bullying. This paper evaluates a school–based intervention designed to help girls understand relational bullying. Girls from a single‐sex school completed a two‐stage evaluation of the intervention. Students showed greater awareness of relational bullying after the intervention and indicated that it would influence them to change their behaviour. At follow‐up, retention of knowledge was good. Students reported greater self‐monitoring of behaviour and less exclusivity. While this is encouraging, we cannot conclude that all negative behaviours ceased. Implications and limitations of this study are discussed. Copyright © 2010 John Wiley & Sons, Ltd.     

Debating Eco/Feminist Natures

This article discusses the experiences in municipal politics of indigenous women in Oaxaca, Mexico. The data base includes in-depth interviews with the eighteen women who have been elected mayor since 1995, when the Government of Oaxaca legally recognized indigenous self-government. By looking at the women as in/outsiders of their own culture, the article examines the ways in which they question various components of the indigenous autonomous project as well as the performance of western political institutions such as political parties and the educational system. Women's views go beyond the tradition/modernity dichotomy, where tradition is associated with backward, patriarchal institutions and modernity with progress and gender equality. Both tradition and modernity are redefined in order to identify the elements that may contribute to gender equality in the indigenous self-government project of Mexico.     

Debating Temporary Uses for Vacant Urban Sites: Insights for Practice from a Stakeholder Workshop

Temporary land uses have become the focus of much debate within academic and policy circles in recent years. Although the international literature contains numerous case studies of temporary interventions, little attention has been paid to the dynamics of the interactions among different stakeholders. This paper reports on a stakeholder workshop that used a participatory research approach to collectively define the issues facing those interested in the potential of vacant urban sites. The paper outlines the goals, design and evaluation of the workshop and concludes with a discussion of suggested lessons for practice that emerged from the workshop sessions.     

Decision Making in Voluntary Career Change: An Other‐Than‐Rational Perspective

The authors present a qualitative study of voluntary career change, which highlighted the importance of positive emotions, unplanned action, and building certainty and perceiving continuity in the realization of change. Interpretative phenomenological analysis was used to broaden theoretical understanding of real‐life career decision making. The accounts of 8 women who had changed careers were explored, and the analysis supported other‐than‐rational perspectives of career decision making. An action‐affect‐cognition framework of decision making is proposed. The framework adds the role of emotion and the importance of self‐regulation to existing theory of career decision making. Implications for career counseling are discussed.     

Time to look in/at anger: considerations on the position and policing of young people’s anger

Mental and emotional well-being is steadily overtaking physical difficulty as the biggest health challenge facing young people. As a result, young people’s emotional well-being and needs are a significant concern within contemporary youth studies. However, the intricacies of ‘managing emotion’ have been somewhat neglected in the context of youth studies. In particular, the role of discourses of emotional well-being to produce ‘feeling rules’ [Boler, M. 1999. Feeling Power: Emotions and Education. Florence, KY: Routledge], to discipline, and to restrict expressions of emotion has been unconsidered. This article explores this problematic further with the intention of provoking a larger concentration on relationship between the policing of emotion and youth well-being discourses. Specifically, it focuses on anger as one of the emotions that young people are encouraged to move away from. It outlines how young people’s right to be angry is policed through the construction of angry subjectivities as characterised by incompleteness. It focuses on two – the unresolved subject and the unreasoned subject. Young people, who are already constructed as incomplete, are particularly vulnerable to this policing. Drawing on a range of theoretical interjections on the disciplining of ‘adult’ anger, the article explores the political importance of anger, how it is limited for young people, and the complexities of engaging with anger in the context of youth studies. Given the limited attention anger has attracted in youth studies literature, the article is intentionally provocative. However, as the article notes, this is a complex debate with many challenges and a much more detailed investigation is necessary.