Search results

Purpose – This chapter aims to understand how the Bugkalot, or the Ilongot, as they are known in the previous anthropological literature, engage with capitalism in ways that are deeply shaped by their indigenous idioms of personhood and emotion.Methodology/approach – Long-term intensive fieldwork including five weeks of pilot visits to Bugkalot land in 2004 and 2005, and fifteen months of residence from 2006 to 2008.Findings – The development of capitalism in the Bugkalot area is closely linked with the arrival of extractive industry and the entry of Igorot, Ilocano, and Ifugao settlers. Settlers claim that they have played a centrally important role in developing and “uplifting” the Bugkalot, and that before their arrival the Bugkalot were uncivilized and didn’ t know how to plant (irrigated) rice and cash crops. However, the Bugkalot deny that they are at the receiving end of the settlers’ tutelage. Rather, they perceive the acquisition of new knowledge and technology as initiated by themselves. Envy and desire are identified by the Bugkalot as the driving force behind their pursuit of a capitalist economy. While the continuing significance of emotional idioms is conducive to the reproduction of a traditional concept of personhood, in the Bugkalot’s responses to capitalism a new notion of self also emerges.Originality/value of chapter – Different notions of personhood are intertwined with local ideas of kinship and economic rationality. The Bugkalot’ s attempt to counter the politics of development with their own interpretation of economic change highlights the importance of indigenous agency.

The emerging synthesis between nonviolent action and contentious politics studies has yielded important insights. Yet it also reproduces the dichotomy between politics and culture that continues to haunt both fields. Extending recent work by Jean-Pierre Reed and John Foran, our contribution introduces the political cultures of nonviolent opposition concept to forge a new synthesis, one that recognizes the politics of nonviolent culture and the culture of nonviolent politics. We apply our theoretical framework to two empirical cases, the Indian independence movement and the Landless Workers Movement in Brazil (known as Movimento Sem Terra or MST), and conclude with ideas for further research on political cultures of nonviolent opposition.

The title of this series, Research in Social Movements, Conflicts and Change, reflects the triple foci of its volumes. These three issues that are so central to the identity of this series – social movements, conflicts, and change – are also prominent features with regard to the civil rights movement in Northern Ireland. Thus we open this 27th volume of the series with three papers analyzing various aspects of Northern Ireland's civil rights movement, a social movement working for political and social change in a society marked by protracted conflict. The first paper, by Gregory Maney, innovatively analyzes the interrelationships between the Irish Republican Army's campaigns of armed violence and the nonviolent civil rights movement.

This paper analyses how social workers in the German child protection system rhetorically frame their cases, and how their rhetoric defines its categorical labels corresponding to positions of gender and generation: to what degree are mothers considered as perpetrators and children as victims? Seventy case narrations of social workers on the frontline are analysed regarding the rhetorical idioms they applied. The results show that violence is an irrelevant interpretive framework for the social problems at work in child protection. Instead, irresponsible mothers and their limited agencies are staged front and centre. Categories of limited agency serve as rhetorical devices for the social workers to justify diverse decisions ranging from implementing interventions to terminating the professional-client relationship due to the labelling of the mother as mentally ill. As the rhetorical idiom of unreason does not operate with categories of perpetration and victimization, equivalences for the labels of the practical objectives of victimization are analysed. Consequently, the responsibility of the mother is deflected as her limited agency is seen as a product of troubling conditions. In turn, children are either ignored as victims or even treated as a troubling condition for the mothers’ limited agency. This may lead to the blacking out of the adverse consequences of child abuse and neglect as well as of possible resources for the children to avoid or prevent violent situations. In this way, child protection helps the reproduction of the generational order, which is the basis for child abuse and neglect.

The relationship between learning and mental health, as well as a growing body of literature, underscores the need for art therapy in educational settings. This is particularly true for learners with special needs. Shostak et al. (1985) affirmed that “for children with special needs, art therapy in a school setting can offer opportunities to work through obstacles that impede educational success” (p. 19). School art therapy facilitates improved social interaction, increased learning behaviors, appropriate affective development, and increased empathy and personal well-being. It can be adapted to meet the specific developmental needs of individual students and to parallel students’ developmental, learning, and behavioral objectives. This chapter introduces the reader to the history and basic constructs of art therapy as a psychoeducational therapeutic intervention in schools. Model programs are identified, as well as the role of the art therapist within the context of K-12 education settings. Additionally, examples of special populations who benefit from art therapy intervention within school systems are provided, along with considerations for school-wide art therapy.

Hearing loss impacts language and communication, a building block for relationships and society. Most teachers and professionals rarely have a young child with hearing loss in their classroom. The “unknown” can be a source of stress for the professionals and the families alike. Understanding the characteristics of this population of students, the diagnostic process, the possible early intervention supports, and practices to use with young children with hearing loss may help teachers and professionals approach students and families with more confidence. This chapter will outline each of the aforementioned with an emphasis on understanding parental perspective.

This paper offers a cross-cultural examination of emotion management in two service organizations: a Japanese specialty shop and a chain of grocery stores in the US. Building on an overview of service culture in the US and its domestication in Japan, we provide an analysis of the two organizational case studies, focusing on their common initiation of a “behavior campaign,” its normative character, perceptions, and repercussions. The paper concludes by focusing on the comparative aspect of the analysis, locating the organizational management of emotions in the context of national culture, and focusing on the organizational use of broader emotional blueprints of socialization related to collectivism and individualism, such as “shame” (in Japanese culture) and “guilt” (in North American culture).

Purpose – This chapter reflects upon my experiences as a PhD researcher examining the portrayal of multiculturalism in contemporary Welsh- and English-language fiction about Wales. It discusses my emotions regarding my identities as a second-language Welsh speaker and as an early career researcher, and how they affected my participation in this field.

Methodology/Approach – The chapter draws on my PhD research, which examined how different cultural groups were portrayed in fiction as ‘others’ due to Wales’s complex linguistic and cultural position. This involved analysing contextual research about multiculturalism in Wales to explore discourses of belonging and alienation. This chapter reflects upon my emotional responses to the field as a Welsh speaker and new academic, and how this in turn affected my research.

Findings – Embracing my changing relationship with my Welsh-speaking identity, I reflect on how my research touched upon contradictory feelings I had about the Welsh language and Welshness. I discuss the effects my changing feelings over time about linguistic hybridity, and my growing confidence as a young academic, had on my engagement with different texts and writers. This is discussed in light of the relationships I was able to form with some creative authors and academics in Wales’s close-knit literary and scholarly society.

Originality/Value – This chapter argues that confronting their own emotional engagements with their research topics enables researchers to better understand why certain subjects are so contested. It can also prepare researchers to communicate their ideas effectively in the difficult debates that arise around such subjects.

Inclusion of deaf/hard of hearing (D/HH) students is more common than ever before. General education teachers need to be aware of strengths and needs of this particular group of students as well as have a few simple strategies to implement in the classroom. This chapter will present strengths and needs relative to language, social/emotional skills, and literacy. Language modalities, educational philosophies, as well as assistive listening technologies are discussed. We will further present important information on changes in technology and support personnel that may be used to improve the education of D/HH students.