Imagining ‘Burma’: a historical overview

Burma faced independence in 1948 as a deeply divided country. The British had ruled the area, which now was declared the ‘Union of Burma’ under two entirely different administrative systems. ‘Burma Proper’ was basically populated by the ethnic Burmans, Arakanese, Mons and Delta Karens, whereas the ‘Frontier Areas’ were populated by the Shan people, Salween Karens, Kachins, Karennis, Chins and various subgroups of the aforementioned. The same year, as independence was granted, the Union of Burma plunged into a civil war, which still continues. This article discusses the ethnic categories created by the colonial authorities and looks into how these ethnic categories have been – and continue to be – imagined, invented, manipulated and politicised. The article looks into how the Burmese authorities dealt with the ethnic diversity in the first constitution of 1947 by dividing the country into ethnically based ‘states’ and ‘divisions’ and how the international community of today continues supporting these colonial categories.     

Matching children and substitute homes: some theoretical and empirical notions

Matching describes the process of selecting the substitute home for a child who needs to be placed away from the care of his/her birth parents. However, very little theorizing is done about matching and there is also a lack of systematic investigation into models of practice currently in use. Most importantly, very little is known about front‐line matching practices in different socio‐historical child welfare contexts. This paper aims to explore the concept of matching by addressing it theoretically and empirically as a decision‐making practice in social work. Based on the analysis of phone interviews (49) and focus group interviews (five groups with 18 child welfare practitioners) in Finland, we claim that matching includes a high degree of navigation: decision‐making balances between professional discretion, legal norms and principles, subjective views of the children and their parents as well as the economic and bureaucratic conditions of the service provision administration in the municipality. Navigation is shadowed by uncertainty and compromises. The analysis suggests that the notion of matching needs further analysis as it plays an important role in child welfare decision‐making. The interplay between front‐line practice and the socio‐historical context needs to be further addressed.     

Family and work-related risk factors in children's social–emotional well-being and parent–educator cooperation in flexibly scheduled early childhood education and care

Non-standard work schedules (NSWS) have become typical, but their associations with childcare arrangements and children's well-being are unknown. This study explores how risk factors are associated with the social–emotional well-being of girls and boys using flexibly scheduled early childhood education and care. Furthermore, the study investigates whether well-functioning cooperation between parents and educators buffers the negative effects of the risk factors. This study, which is a part of a larger survey carried out in three European countries, reports Finnish parents' (N = 146) perspectives. The results showed that high parental stress was associated with low child well-being. Strong parent–educator cooperation positively impacted both boys' and girls' social–emotional well-being. The risk factors of reconciling work and family life had negative associations with children's well-being and the fulfilment of their basic needs. The results illustrate the complex interrelations between children's well-being, risk factors relating to NSWS and the buffering effect of protective factors.