Propaganda

CUBAN-AMERICAN RADIO WARS: IDEOLOGY IN INTERNATIONAL TELECOMMUNICATIONS by Howard H. Frederick (Norwood, NJ : Ablex, 1986—$34.50)

IMPERIALISM, MEDIA, AND THE GOOD NEIGHBOR: NEW DEAL FOREIGN POLICY AND UNITED STATES SHORTWAVE BROADCASTING TO LATIN AMERICA by Fred Fejes (Norwood, NJ: Ablex, 1986—$32.50)

PROPAGANDA AND PERSUASION by Garth S. Jowett and Victoria O'Donnell (Beverly Hills, CA: Sage, 1986 price not given)

EXPORTING THE FIRST AMENDMENT: THE PRESS-GOVERNMENT CRUSADE OF 1945–1952 by Margaret A. Blanchard (New York: Longman, 1986—$39.95)

COMMUNICATION FOR ALL: NEW WORLD INFORMATION AND COMMUNICATION ORDER edited by Philip Lee (Maryknoll, NY: Orbis Books, 1986—$11.95, paper)

WESTERN BROADCASTING OVER THE IRON CURTAIN edited by K.R.M. Short (New York: t. Martin's Press, 1986—$32.50)     

A Technology-Based Peer Education Intervention: Results from a Sexual Health Textline Feasibility Study

Sexuality health education is moving beyond the classroom, with technology expanding youth access to sexual health information. While text message services are increasingly being used to provide information, a peer education approach has yet to be incorporated. Results from this feasibility study support a sexual health textline (IOTAS), incorporating teens asking and answering questions. Our findings suggest IOTAS fills a gap for sexual health information, and the technology-based approach offers peer educators an opportunity to expand their knowledge of healthy sexual behaviors and educate an extended peer network. Further work to refine IOTAS will enable dissemination of the intervention model.     

“Sustainable Development” and CIDA’s China Program: A Saskatchewan Case Study

Through funding from the Canadian International Development Agency’s (CIDA) China Program, the University of Regina (UofR), Canada, implemented two major development projects with the Educational Institute of Jilin province (EIJP) from 1990 to 2001. This paper re-examines this historic cooperation. The paper argues that prevailing theories of sustainable development which had been percolating in education faculties of Canadian universities in the 1990s allowed the UofR/EIJP program to transcend a simple international aid paradigm and to focus on the mutual benefit of the partners. At the same time, we observe that despite the enormous goodwill and institutional learning achieved through the UofR/EIJP program the project failed to live up to its significant potential. The paper concludes with some practical measures that institutions might implement to ensure important cooperative projects can build robust international capacity sustainable for the long term.     

Intersectionality in higher education research: a systematic literature review

ABSTRACT

This paper presents a systematic structured review of recent research that explicitly adopts intersectionality as a theoretical framework to interrogate how tertiary institutions manage, cater for, include, exclude and are experienced in ways that produce advantage and disadvantage. The analysis addresses the following questions: Within research that uses intersectionality, what aspects of the HE context are the focus? What methodologies are employed and how do these contribute to the production of knowledge? What vectors of identity are included? We find that gender appeared as the primary identity with which other dimensions of difference were combined to produce intersectional positions. Furthermore, case study and auto-ethnographic designs were primary approaches. This systematic literature review of 50 papers demonstrates that, when considering the workings of multiple systems of (dis)advantage, academic participation is intertwined with social and personal aspects of the HE experience. While intersectionality challenges the dominant instrumental view of HE, our review concludes that there is considerable work to be done to actively address the workings of intersecting systems of inequity impacting on participation and outcomes of students and faculty.     

Constituting neoliberal subjects? ‘Aspiration’ as technology of government in UK policy discourse

Since the 2000s, successive governments in the United Kingdom and elsewhere have embraced the idea of ‘raising aspiration’ among young people as a solution to persisting educational and socio-economic inequalities. Previous analyses have argued that these policies tend to individualise structural disadvantage and promote a ‘deficit’ view of working-class youth. This paper adopts a novel approach to analysing aspiration discourses combining Michel Foucault’s four dimensions of ‘ethics’ and Mitchell Dean’s notion of ‘formation of identities’. Applying Foucault’s and Dean’s work in this way provides a new lens that enables an examination of how policy encourages particular forms of subjectivation, and, therefore, seeks to govern individuals. The findings presented in the paper complicate previous research by showing that raising aspiration strategies portray disadvantaged youth both in terms of ‘deficit’ and ‘potential’, resulting in a requirement for inner transformation and mobility through attitudinal change. The paper concludes with a discussion of the implications for the identity formation of young people and for conceptualising contemporary forms of governmentality.     

Corporate practices and ethical tensions: Researching social justice values and neoliberal paradoxes in a ‘no excuses’ charter school

In recent years, there has been growing debate over the corporatisation of schooling, specifically the managerial practices of expanding charter school networks in the USA, often referred to as charter management organisations (CMOs). By definition, CMOs are consistently high-performing, well-financed networks of small schools operating in urban spaces, which adhere to a very specific ‘no excuses’ (NE) model of education in serving primarily students of colour living in poverty. This article is an autoethnographic account of my work as a leader in a CMO, which I theorise as a neoliberal project. We know very little of how neoliberal policies and ideologies are enacted in daily school life. I consider how the ethical responsibility of an educator is positioned within the daily practices and lived experience of leaders and educators working in a CMO. In focusing on my own ethical tensions, the article captures how this corporatised model of schooling influenced my values as an educator, my conflicted sense of social justice and the emotional labour of enacting a model of schooling founded on surveillance and accountability.