Global Governance,neoliberalism and national responses: The case of Bangladesh’s ready‐made garment (RMG) sector

This article on the ready‐made garment (RMG) sector of Bangladesh shows how over‐reliance on foreign capital for development financing and deregulated investment—a hallmark of neoliberal economic arrangements—undermines the incorporation of SDGs’ and INGOs’ equity principles, contributing to biased policy responses yielding unequal outcomes. The article cautions that while countries prioritize economic growth over social and environmental nourishment and continue to adopt neoliberal economic policies to promote economic growth, inequity is unavoidable, if not inevitable. Thus, the way forward may be to shift the focus of ‘development’ from the economy to society, to building ‘good societies’ where institutions and strategies, including those that contribute to economic growth, are organized such that these complement not compromise the evolution of such societies.     

“I Have the Worst Fear of Teachers”: Moments of Inclusion and Exclusion in Family/School Relationships among Indigenous Families in Southern Ontario

Student success is facilitated by strong bonds between families and schools, including a shared sense of purpose and mutual trust. However, for Indigenous peoples these relationships are often broken, undermined by the legacy of residential schooling and assimilative educational practices. Drawing on interviews with 50 Indigenous (mainly Haudenosaunee, Anishinaabe, and Métis) and non‐Indigenous parents and educators, this paper examines the ways in which issues of class and race shape interactions between teachers and Indigenous parents. The interviews reveal that legacies of racial discrimination against Indigenous peoples in schooling affect family/school relations among middle‐class (MC) and lower‐class (LC) parents in different ways. MC parents intensify relations with the school while, in comparison, LC parents tend to disengage as a consequence of their negative schooling experiences. Les relations étroites entre les familles et les écoles, et notamment leurs buts communs et leur confiance partagée, facilitent la réussite des étudiants. Toutefois, au sein des populations autochtones, ces liens sont pour la plupart rompus en raison des conséquences des pensionnats scolaires et des pratiques éducatives d'assimilation. Cette étude s'appuie sur des entretiens avec 50 parents et éducateurs issus de populations autochtones (principalement celles d'Haudenosaunee, d'Anishinaabe et de Métis) et non autochtones pour étudier la manière dont les questions de classe et de race affectent les interactions entre les enseignants et les parents issus de populations autochtones. Ces entretiens montrent que le passé discriminatoire des écoles envers les peuples autochtones a eu des répercussions différentes sur les relations famille/école, selon qu'il s'agisse de parents issus de la classe moyenne ou de parents issus d'un milieu pauvre. Les parents issus de la classe moyenne ont renforcé leurs liens avec l’école alors que les parents des classes inférieures tendent à se désengager du fait de leur expérience scolaire négative.     

ASPECTS OF CORRELATION IN BIVARIATE POISSON DISTRIBUTIONS AND PROCESSES

This paper reviews some interesting but scattered results that are known about correlation in bivariate Poisson distributions and processes and presents some new results. A particular concern in both contexts is with results and examples relating to negative correlation.     

Becoming a New Farmer: Agrarianism and the Contradictions of Diverse Economies*

A resurgence of agrarianism has motivated new farmers to enter farming, not for profit, but for lifestyle and socio‐ecological values which are frequently associated with diverse economies. Proponents of diverse economies argue for an ontological reframing that accounts for non‐capitalist forms of economic exchange. However, these perspectives have not fully addressed the conditions—often structured by race and class—that facilitate participation in diverse economies. This paper is based on mixed‐methods research on the life cycle of new farmers in Hawai‘i that include participants of farmer training programs. We investigate what drives new farmers into farming, by what mechanisms they are able (or not) to establish a farm, and what limits the duration of their participation. Our analysis reveals three contradictions of diverse economies in agriculture: (1) the inadvertent undervaluation of farmwork that undermines broader efforts to improve the welfare of farm labor; (2) the tension between the value of scaling up and the vulnerability of cooptation; and (3) the ways in which the duration of new farmers' engagement is structured by their ability to mobilize unpaid labor and external resources. These contradictions challenge long‐term and inclusive participation in diverse economies in ways that constrain their emancipatory potential.     

Enhancing Critical Reflection amongst Social Work Students: The Contribution of an Experiential Learning Group in Care Homes for Older People

As part of a Practice Learning Centre, representing a partnership between an English University social work department and a non-governmental organisation, 12 students were placed in care homes for older people for their first period of assessed practice. The aims of this initiative were to facilitate: development of critical reflection; deployment of social work skills in a care home setting; and opportunities for social work students to work with care home residents. The learning was captured via four Experiential Groups facilitated by the Practice Educator with responsibility for assessing the students' practice. On-site supervisors also participated. Key learning included understanding of: the importance of critical reflection as a key social work skill; the influence of organisational norms and care home culture on the quality of care practice; the complexity and emotion-rich nature of person-centred care; and the pivotal role of relationships in work with people with dementia. Links made in the Groups—between the experiential and theoretical, the emotional and cognitive, and the structural and personal—demonstrate their value as learning platforms. Placements in care homes have considerable potential to enrich practice education; this is especially important in the context of an ageing population.