Search results

Presents the attitudes of young people to participation in UK politics. Distinguishes five types of attitude to politics, ranging from cynical opposition to active commitment; there is no evidence that young people are one group which is politically unengaged. Outlines factors which put young people off politics, followed by suggestions to increase their interest, including the introduction of citizenship lessons in the National Curriculum and the establishment of government departments specifically aimed at youth. Concludes that a balance is needed between engaging young people in the democratic process and exerting undue pressure on them to participate, and that the young are anyway often involved in issues which are essentially political even if they do not regard them as such.

Compares race relations in two suburban communities in order to show that middle‐class blacks meet with some success when they temporarily exchange their racial identity for a class‐based identity. Collects data through ethnography and individual interview to examine the conditions under which middle‐class blacks construct and assert a sub‐urban identity. States that success varies with the racial composition of the suburban community and the white neighbours’ level of the satisfaction with the community.

This article explores the case of the Queensland's reformatory for boys through the years 1871–1919 to analyse how the institution negotiated the complex, and at times competing, goals of reforming, educating and punishing its inmate population.

The article relies on documentary evidence, including archival material produced by the institution and newspaper records published between 1865, when the legislation allowing the institution to be created was passed, to 1919, when the institution ceased to be known as a “reformatory”.

This research demonstrates that, despite considerable changes during the studied period, the overarching goal of reforming criminal and potentially criminal young people continuously relied on achieving a balance between reformative techniques such as religious instruction and work placements, providing a useful education and punishing offenders. It also demonstrates that, despite efforts to achieve this balance, the institution was often described as unsuccessful.

Due to the paucity of available archival evidence, there is still relatively little known about how the reformatories of late-19th- and early-20th-century Australia attempted to carry out programmes of moral reformation. This paper contributes to the field through an analysis of an institution which faced unusual challenges as a result of a complex inmate population.

This paper seeks to explore the ways in which discrimination is exercised institutionally. The paper takes as its focus the UK institutional structures of accountancy.

The paper uses a conceptual framework which explores the connections between institutional structures of UK accountancy and the rich experiences of individuals.

The narrative themes clearly illustrate the intersection of gender, ethnicity and identity across the institutional structures. Varying degrees of inclusion and exclusion are visible in the accountancy workplace.

The oral history approach has its inherent limitations and many of the respondents were “snowball” contacts rather than drawn from a large randomly chosen selection.

This paper prioritises individual experience of unfair discrimination. Although research in this area of accountancy is emergent, it argues that the voice of the individual needs to be listened to by the institutions which form UK accountancy in order to facilitate equality and diversity.

The value of this study rests with the illumination of accountancy experiences which otherwise may have been silenced by the institutional structures of accountancy.

Increased student diversity in universities across the USA has increased the need for post-secondary educators to develop multicultural teaching competence (MTC). Most studies of MTC focus on educators teaching grades K-12. The purpose of this study is to determine how faculty members rate themselves in terms of MTC, what multicultural knowledge and skills faculty report and how they integrate these skills into their teaching practice and what barriers exist to developing and implementing MTC. The purpose of this study was to examine the factors that impact undergraduate faculty integration of multicultural awareness and attitudes into their teaching practices to enhance student learning.

A convergent mixed methods study used survey and interview data from undergraduate faculty. Select items from the MTC Inventory (MTCI) and social justice scales (SJS) were administered. Interviews (N = 7) were transcribed and analyzed using thematic analysis. Quantitative and qualitative data were compared to examine convergence and divergence.

Quantitative results revealed undergraduate faculty’s awareness, knowledge and skills as indicated by percent agreement with items from the MTCI and SJS instruments. Qualitative findings included the following four themes: knowledge building, addressing diversity in the classroom, barriers and challenges, and needs and recommendations. Qualitative data corroborated or explained many of the quantitative results and provided insight into these trends and barriers that impact MTC.

This is the first study of its kind, to our knowledge, that has used a mixed methods research design to examine factors that impact MTCs and associated barriers among a sample of undergraduate faculty across disciplines in one urban university.

The purpose of this paper is to examine the potential benefits as well as some of the practical barriers to the implementation of a collective impact initiative in law enforcement and public health (LEPH) in Tasmania, Australia.

The paper is based on a review of programs, agencies and initiatives that are at the intersection of LEPH in Tasmania, through an analysis of the findings in evaluation reports, and the views of practitioners identified at a workshop on LEPH held at a national AOD conference and facilitated by the authors.

The strengths of collective impact initiatives, particularly in LEPH, are presented and some weaknesses identified. Some major obstacles to the consolidation of LEPH initiatives include siloed ways of working and budgets, lack of leadership and political will. Some progress has been made in addressing these weaknesses, although addressing complex social problems by moving beyond inter-agency collaboration toward an integrated model of service provision remains challenging.

The authors argue that there are practical benefits to the adoption of a collective impact model to address problems in Tasmania that lie at the nexus between LEPH. In reviewing existing collaborations, the authors demonstrate the value of a structural mapping process to identify ways forward for government and non-government agencies that are inclined to go further in merging the two disciplinary areas. The authors offer some suggestions with respect to identifying the preconditions for a collective impact model and how to build on these to initiate action.

A significant proportion of the literature on LEPH remains at a conceptual and theoretical level. This contribution highlights some practical issues while looking at existing examples of collaboration across LEPH at a state level in Australia, and starts mapping a way forward for constructing more integrative LEPH initiatives.

The purpose of this paper is to examine the work of the Bible in State Schools League in Queensland during the late nineteenth and early twentieth centuries, culminating in the 1910 referendum on religious education in Queensland government schools. Through examining its campaign and the statements of supporters and opponents this paper seeks to examine the role of the school in relation to morality in this early period of the Queensland history.

This paper draws upon archival material, parliamentary debates, materials published by the Bible in State Schools League and contemporaneous newspaper accounts. These data are thematically analysed.

There was widespread agreement within the early Queensland society that the school was a place for moral formation. The Bible in State Schools League highlighted the tensions in the relationship between morals and religion in relation to the school.

This research problematises the notion that developments in education have followed a straight line from religiosity to secularisation.

Very little has been published to date about the Queensland Bible in State Schools League. This paper goes some way to filling this lacuna.