Include Us Out—Economic Development and Social Policy in the Creative Industries

While Government claims about the UK as a ‘global creative hub’ continue to be made (Purnell, 2005), the contradictions and tensions in New Labour's policy in the creative industries have become more apparent. These include the tensions between a set of policies for global media businesses versus the support for small firms in local economic development (Gilmore, 2004; Hesmondhalgh & Pratt, 2005), and the tension between citizens and consumers in media and cultural policy (Hesmondhalgh, 2005). Equally apparent are the tensions between economic development of these sectors and social inclusion. In the UK, arguably more than other countries, the rhetoric of Creative Industries has been tied into political ideas about the links between economic competitiveness and social inclusion. The stated aims for creative industry development have thus been twofold—to increase jobs and GDP, while simultaneously ameliorating social exclusion and countering long-standing patterns of uneven economic development. Research, however, suggests that supporting the creative industries is, at best, a problematic way of tackling the issues of economic and social exclusion. The effects of gentrification on creative industry working and living space (Evans & Shaw, 2004); the patterns of informal hiring and career progression in these sectors (Leadbeater & Oakley, 2001) and the concentration of much economic activity in London and the South East, all suggest that the development of these sectors might exacerbate rather than address patterns of economic inequality.     

Citizenship in the Primary School: Going Beyond Circle Time

Education for citizenship is now recommended for all primary schools. Whilst primary teachers have long covered social and moral education, they have been less likely to cover teaching about community and political literacy (including the discussion of topical, controversial issues). This paper reports research findings on current practice and identifies key areas for discussion. It argues that there is great scope for enriching and enlivening the primary curriculum through the introduction of education for citizenship, by extending current practice in social and moral education and incorporating the newer themes of community and political literacy into existing teaching.     

Promoting participation at a time of social and political turmoil: what is the impact of children’s and young people’s city councils?

Youth councils are examined as spaces of citizenship education where young people are educated as political subjects. At a time of political and economic instability data were collected in a Catalan city through tests and focus groups involving 112 students, three teachers and two youth council managers during one academic year. Students’ political trust decreased and their cynicism towards politics increased; there were no changes in students’ anticipated future participation. The article avoids drawing simplistic causal links between students’ involvement in a council and the expression of their views. The participants also discuss the councils as performance sites. It is speculated whether, in students’ views, this metaphor of performance applies not only to the councils but to the wider political context in which they live. It is argued that youth councils are, in some ways, potentially valuable for promoting participation and recommendations are made in light of the findings.     

Voting rights,anti-intersectionality,and citizenship as containment

ABSTRACT

This piece argues that dominant histories of U.S. suffrage have misremembered the history of voting rights legislation as one of steady social progress and multicultural inclusion. By contrast, I consider landmark legislation affecting voting rights such as the 19th Amendment and the Dawes and Magnuson Acts as strategies of containment that that expand but also continue to police the racialized gender norms of U.S. citizenship. These legal reforms, while providing potential channels for redistributions of power and resources, also perpetuate anti-intersectional (Brandzel) vocabularies that impose single-axis frameworks (Crenshaw) onto understandings of citizenship and civic inclusion. While acknowledging the partial and contingent gains made by suffrage movements, I offer a counternarrative of U.S. voting rights as means of managing and maintaining colonial dominance. I argue that the settler-colonial nation state continues to restrict the decision-making capacities of those marginalized by race, indigeneity, gender, sexuality, and/or disability through a vast network of administrative practices that must be analyzed in concert with voting rights.     

The university,democracy and the public sphere

This article takes a historical approach to the rise and fall of the public university, relating its fate to specific developments in public policy. Particular attention will be paid to the United Kingdom since it has developed an explicit drive towards the marketization of higher education in the context of an earlier commitment to public higher education, although the latter was initially first developed in the United States. Both countries are typically characterized as liberal policy regimes and therefore the article considers how wider social structures are implicated in recent changes to higher education. In particular, the article addresses how the functions of the university and its corporate form are being transformed and relates this to wider developments in the nature of the corporation and the relation between business and citizenship (or market and democracy).     

Religious engagement and attitudes to the role of religion in society: their effect on civic and social values in an Asian context

This paper explored the impact of religious engagement (religious background, religious service attendance and religious activities participation) on adolescents’ civic and social values. Attitudes towards the influence of religion on society were investigated as a possible mediator/moderator of religious engagement. A model based on Western literature was tested using a sample of over 2000 Hong Kong students. Secondary data were drawn from the International Civics and Citizenship Education Study 2009. Multi-level modelling was used to assess individual and school level effects on civic and social values. Results indicated that religious engagement exerted varied effects. Religious background showed small and negative effects on students’ civic and social values. Participation in religious services indicated a small, positive and significant effect on social but not on civic values. Participation in religious activities showed no significant effect on either social or civic values. These variables exerted a small moderating effect on social and civic values through attitudes to the influence of religion on society. The latter exerted a positive and significant effect on civic values and a negative effect on social values. These results suggested that Western models depicting the positive relationship between religious engagement and citizenship values may not hold for Asian societies.     

African American Educators’ Perspectives on the Advanced Placement Opportunity Gap

This study examines perspectives of educators on the advanced placement opportunity gap for African American students. Using interviews with 11 educators from 10 high schools, we explored their perceptions regarding the impact of a local academic achievement program on the enrollment of African American students in honors and advanced placement courses. Results of the analysis suggest that there is a perceived and real gap in the participation of African American students in AP courses. Findings also revealed that educators were concerned about the lack of access for African American students to AP courses. Further, issues of belonging and operational citizenship within the school environment were raised. Recommendations for pedagogical techniques are presented as well as suggestions for future research. Jocelyn D. Taliaferro is an Assistant Professor in the Department of Social Work at North Carolina State University. Dr. Taliaferro earned her BA degree in Psychology with minors in African American Studies and English from University of Delaware and her MSW from Howard University in Washington, D.C. She returned to University of Delaware to earn her PhD in Urban Affairs and Public Policy. Dr. Taliaferro’s teaching and research interests include African American student achievement, social policy, community development, and family support. Jessica T. DeCuir-Gunby is an Assistant Professor of Educational Psychology in the Department of Curriculum & Instruction at North Carolina State University, CB#7801, Raleigh, NC, 27695, USA. Dr. DeCuir-Gunby earned her BS degree with a double major in Psychology and Spanish from Louisiana State University. She earned both her MA and PhD degrees in Educational Psychology at the University of Georgia. Dr. DeCuir-Gunby’s research and theoretical interests include race and racial identity development in education, Critical Race Theory, mixed methods research, and emotions.     

关系绩效研究综述以及对未来研究的建议

由Borman和Motowidle于1993年提出的与任务绩效相区别的关系绩效,引起了广泛的关注和大量的实证研究.目前研究已涉及关系绩效内容、结构、影响因素、对组织的相对贡献以及对人力资源管理职能活动的影响等方面.该文从关系绩效提出的理论背景出发,对关系绩效的研究成果进行了综述,并指出了目前研究的不足以及对未来研究提出了几点建议.     

How do schools affect inequalities in political participation: compensation of social disadvantage or provision of differential access?

Abstract

Both direct and indirect influences have been assumed to impact the transmission of political orientations within families. A lower socioeconomic status is related to lower intended political participation of adolescents. Within this context, schools play a crucial role in political socialisation, as citizenship education is assumed to either equalise or maintain these social disparities. We analyse a sub-dataset of the International Civic and Citizenship Education Study 2016 which includes 14-year-old students in four European countries: Belgium (Flanders), Denmark, Germany (North Rhine-Westphalia) and the Netherlands. Multi-level regression analyses reveal that formal citizenship education compensates the relationship between students’ socioeconomic status and intended electoral participation in Denmark, Germany (NRW) and the Netherlands, but not in Belgium (FL). Further, the composition of school classes is related to the perception of an open classroom climate in each of the four countries and to participation in civic activities at school in three countries.     

More than a sport and volunteer organisation: Investigating social capital development in a sporting organisation

This paper presents the findings of a study that examines the development of social capital within an Australian sporting organisation, Surf Life Saving Australia (SLSA). The study draws on the social capital literature across the not-for-profit sector and specific sport management social capital research. The research design incorporated an interpretive approach with data collected nationally from eight focus groups with key SLSA staff, board members and ‘toes in the sand’ volunteers. The findings provide fresh insights into the development and understanding of social capital within a sporting organisation. Both bonding and bridging were important social capital outcomes of the organisation's activities, albeit with important implications for antecedents and process. The data presented strong evidence for arguing that within the organisation bonding within the club comes first, which importantly provides a very strong sense of belonging and mutual support for club members, from volunteers through to the board. The strength of bonding provides a powerful base for subsequent bridging capital to the local, regional and national stakeholder communities that are associated with the organisation. Further, social capital develops in both the collective and individual, with leveraging of individual skills contributing to human capital development, which is closely connected to and inseparable from social capital. The paper concludes by discussing the theoretical implications for social capital generally and social capital in a sporting context.