A picture is worth a thousand words; a motion picture is probably worth even more. The black experience in America is reflected both in movies with black themes and in…
A picture is worth a thousand words; a motion picture is probably worth even more. The black experience in America is reflected both in movies with black themes and in white or general commercial films in which black actors and actresses perform. These films continue to reflect and influence white as well as black racial attitudes and self‐images. The various cinematic genres have vividly frozen in time the perceptions and stereotypes of each period. Studied over time, they compose a kaleidoscope of changing images and themes.
This chapter is about the modern (Western) educational regime, educational industry paradigm and schooling process, while focussing on statutorily imposed and legally…
This chapter is about the modern (Western) educational regime, educational industry paradigm and schooling process, while focussing on statutorily imposed and legally enforced schooling as the main aspect of the hidden curriculum within a globalizing world.
It is about children's productive labour through schooling, whereby children's labour power is consumed, produced and reproduced on behalf of social formations under the capitalist mode of production (CMP).
The claim that a well-educated population is essential for development so that all societies share an interest in having children participate in schooling as much as possible is the central element of the Western education industry paradigm, the global appeal of which is reflected in how compulsory schooling has been embraced almost everywhere in conjunction with being heavily promoted within the ‘international community’ and widely endorsed by researchers, scholars and similar observers.
Contrary to Bowles and Gintis's correspondence principle, the structure of schooling is not an identical to the structure of the workplace in that it entails compulsion, whereby schooling is as efficient and effective as possible in meeting the needs of the CMP.
The CMP benefits from the state having shifted confinement as a mechanism to force people to work onto schooling; or, from compulsory social enclosure, whereby schools increasingly resemble military and prison systems.
Compulsory social enclosure helps to ensure that children's productive capacity – or labour power – is enhanced to the benefit of the CMP, this being the major factor in accounting for its appeal and advance on the world stage, globally.
OUR correspondents have commented upon the meagreness of the newspaper attention to the Annual Meeting of the Library Association. The opportunities which the affair would seem to afford for press comment are probably exaggerated by librarians, who quite naturally think their matters to be of importance. They are, but they have never been spectacular and are not likely to be so. What the modern pressman wants is a story ; he is not often interested in passive matters nowadays, and more than one editor has admitted that he is not concerned with what people say but with what they do. We may console ourselves to some extent by believing that our quiet work is more enduring than much that is greeted with fanfares. Snippets of facts about high issues of books, parsimony, or believed extravagance, are things that do find their way into the small paragraphs of daily papers. These may be good for our movement but there is no certainty that they are. The only sure advertisement of a library, publicly or otherwise maintained, is the quality of the service it can give.
The paper aims to shed light on how a group of feminist managers/leaders, in education and social studies departments, a notably under-explored and under-theorised group…
The paper aims to shed light on how a group of feminist managers/leaders, in education and social studies departments, a notably under-explored and under-theorised group, “do power” in the increasingly corporatized education marketplace.
The research draws on the narratives of a small group of feminist women who hold authority positions at middle or senior levels. It draws on data from ethnographic interviews and participant observation carried out as part of an in-depth narrative inquiry (Andrews et al., 2008), carried out at three higher education institutions in the UK.
From a small sample such as this, any findings are necessarily tentative. Nonetheless, findings suggest that, whilst taking account of individual differences in styles, there has been a shift, over time, in the ways that the management role is approached by some feminist women. Analysis of the data also reveals that gendered expectations remain for those who carry the “feminist” label and asks whether these expectations are realistic.
The sample group is small which raises questions about what can and cannot be claimed. However, along with Maguire (2008), the author’s purpose is not with generalizability but seeks to explore issues and open up further areas of study.
This paper is an original empirical research which explores an under-researched group of women, namely, feminist managers and leaders who operate within the education marketplace. As they negotiate the challenges of working within the neoliberal academy, these women try, to varying degrees, to remain true to their feminist values and beliefs.
AT this time of the year librarians take their holidays. They will need the break this year as much as in any year since the end of the war. There are many problems to be faced in the autumn and winter, among them the continuous rising prices of everything, and the diversion of public funds to rearmament, which must have some repercussions upon the library service. Whether it is yet a fact that the pound is worth little more than five shillings in real money, we are not prepared to say, but it is certain that every cost has increased, and is continuing to increase. Especially is this so in connection with book production and bookselling; even, as our correspondent on another page suggests, in some cases the royalties of authors are in jeopardy. How far this will go it is impossible to say. At the same time the rates everywhere promise to increase still further, and in spite of the advances, it is unlikely that libraries will be exempt from the stringencies of the time. Such predictions have, however, been frequently contradicted by our past experience. Some of the real advances libraries have made have seemed to be the direct result of bad times. This is hardly a holiday meditation, but we think our readers will need all the physical and mental refreshment they can get before they face the possibilities that may follow.
You never know, that's all, there's no way of knowing … Last week our lives were all right … But now I think we're going to be murdered. Just like that.” So begins The Shadow Knows, a novel whose major theme is a woman's panic about the possibility of danger to her family. She is not alone; Americans are increasingly fearful of violence as it becomes more pervasive. According to the 1982–83 Statistical Abstract of the U.S., published by the Bureau of the Census, one of every 30 people over 12 years old was the victim of violence in 1980. And those statistics refer only to reported violence; they do not include the victims of private violence: child abuse, incest, or spouse beating. Such domestic violence more than doubled between 1976 and 1981, and accounts for more than one‐third of the nation's police forces' time. The statistics pertaining to women are particularly worrisome. A woman's chances of being raped at some point in her life are now one in ten—and her chances of being injured by battery are even greater. Such statistics are very frightening.
The management of children′s literature is a search for value and suitability. Effective policies in library and educational work are based firmly on knowledge of materials, and on the bibliographical and critical frame within which the materials appear and might best be selected. Boundaries, like those between quality and popular books, and between children′s and adult materials, present important challenges for selection, and implicit in this process are professional acumen and judgement. Yet also there are attitudes and systems of values, which can powerfully influence selection on grounds of morality and good taste. To guard against undue subjectivity, the knowledge frame should acknowledge the relevance of social and experiential context for all reading materials, how readers think as well as how they read, and what explicit and implicit agendas the authors have. The good professional takes all these factors on board.