Foreign and International Media

Allan M. Winkler's The Politics of Propaganda: The Office of War Information, 1942-1945 (New Haven: Yale University Press, 1978—$11.95)

46. Mass News Media and the Third World Challenge by Leonard R. Sussman (80 pp.)

49. International News and the American Media by Barry Rubin (71 pp.)

Kees Van Der Haak and Joanna Spicer's Broadcasting in the Netherlands (London and Boston: Routledge &; Kegan Paul, 1977—$7.95, paper)

Tomo Martelanc, et al. External Radio Broadcasting and International Understanding: Broadcasting to Yugoslavia (Paris: Unesco/ New York: Unipub, 1977—$2.75, paper)

John A. Lent's Asian Mass Communications: A Comprehensive Bibliography-1977 Supplement (School of Communications, Temple University, Philadelphia, Pa. 19122—$25.00 1 paper)     

Love as De/Colonial Onto-Epistemology: A Post-Oppositional Approach to Contextualized Research Ethics

In this essay, we describe our path toward a shared understanding of a love-based onto-epistemic orientation to de/coloniality. Our exploration includes the negotiation of our intersectional and entangled identities, subject positions, and understandings of research ethics in education. A de/colonial sensibility is critical in urban educational contexts given the predominance of uninterrogated westernized epistemologies in curriculum and instruction. We seek to bring awareness to the colonial ways scholarly knowledge is constructed, disseminated, and used in urban teacher and leadership education. We critique colonial assumptions from a post-oppositional approach that moves away from antagonistic discourse and toward considering possibilities for a transformative future. We enact our proposed ethical orientation through personal narratives, critical self-reflection, and prioritizing knowledge construction from (non)traditional spaces such as those created by our mothers. We conclude with points of consideration for those engaged in urban education research that center love-based onto-epistemologies and the lived realities of people who are traditionally minoritized, racialized, or ignored in academia.

     

Creating Futures: lessons from the development of a livelihood-strengthening curriculum for young people in eThekwini's informal settlements

Comprehending praxis is a critical step in developing interventions that can have a real-world impact on people's lives. In this paper, we reflect on the lessons learned in the development of a curriculum for young people living in informal settlements in eThekwini, who are exposed to numerous vulnerabilities, including HIV-related risks associated with precarious urban livelihoods. Behavioural interventions have not led to commensurate reductions in HIV incidence, and the impact of these approaches remains regulated by numerous contextual conditions affecting those participating. Our collaborative project tested the impact of implementing a combination of the well-tested gender transformation intervention, Stepping Stones, with a new livelihood transformation curriculum, Creating Futures, among young people in eThekwini's informal settlements. Creating Futures was grounded in the theory and practice of sustainable livelihoods, but equally in the experience of the multi-disciplinary project team members who have conducted both research and development work among youth in the eThekwini area. Our approach was founded on the work of Doug Kirby, and we are indebted to him for his inputs. His logical model approach ensured that the team remained orientated to specific curriculum outcomes. Analysis of the results at 12 months post-baseline indicates positive livelihood outcomes.     

An exploratory study of the impacts of an employer-supported child care program

Although employer-sponsored child care programs have become more common, there is little empirical research on whether these programs affect employees’ satisfaction with child care or their work-life balance, and if effects vary across employee characteristics. In this exploratory study, we administered a survey to employees with children at one large university to gather information on their child care arrangements and experience with their employer's child care voucher program (N = 776). Satisfaction with child care varied with employee and child care characteristics, but not with voucher receipt. Families with preschool children, White families, and those using paid home-based care were more satisfied with their child care arrangements than those with school-age children, minority families, and those using center-based or before/afterschool care. Nearly half of voucher recipients (47%) reported benefits in work-life balance as a result of the voucher. Although demand-side vouchers appear to be a promising employer approach to address child care challenges, these results suggest that attention must also be given to the structure of child care supply as satisfaction and work-family stress are affected by more factors than child care cost only.     

Crisis at Summerhill: An Educational Simulation

Syllabi can be useful in engaging students and creating an effective classroom atmosphere, yet discussions of their effective use rarely appear. In light of current research and theory on syllabi, we review their typical uses (structural, motivational, and evidentiary), commonly included components, and attributes that positively impact the teaching and learning process.