Search results

To explore the advice given by the British Girl Guides Association, a popular girls' youth organisation, to urban members in the period from 1930 to 1960.

This article is based on an analysis of the Girlguiding publications The Guide and The Guider in 30 years spanning 1930–1960.

The article shows that, although rural spaces maintained symbolic position in the education and training of the British Girl Guides Association throughout the mid-twentieth century, the use of urban spaces were central in ensuring that girls embodied Guiding principles on a day-to-day basis. While rural spaces, and especially the camp, have been conceptualised by scholars as ‘extraordinary’ spaces, this article argues that by encouraging girls to undertake nature study in their urban locality the organisation stressed the ordinariness of Guiding activity. In doing so, they encouraged girls to be an active presence in urban public space throughout the period, despite the fact that, as scholars have identified, the post-war period saw the increased regulation of children's presence in public spaces. Such findings suggest that the organisation allowed girls a modicum of freedom in town Guiding activities, although ultimately these were limited by expectations regarding the behaviour and conduct of members.

The article builds upon existing understandings of the Girl Guide organisation and mid-twentieth century youth movements. A number of scholars have recently argued for a more complex understanding of the relationship between urban and rural, outdoor and indoor spaces, within youth organisations in the 20th century. Yet the place of urban spaces in Girlguiding remains under-explored.

THE Woolwich Borough Council have made the retirement of Dr. Baker from the post of Borough Librarian the opportunity of adopting the reactionary policy of dividing the Woolwich library system into three independent parts. They do not propose to fill Dr. Baker's post, and have made three members of the staff librarians‐in‐charge of the Woolwich, Eltham, and Plumstead libraries. Within recent years West Ham and Lewisham have adopted a similar policy; while an opposite course has been taken by Southwark and Westminster. It is obvious that an already limited income will be even more inadequate when it is administered in three separate parts. A small temporary advantage may accrue to certain localities of the borough, but the library service of the borough as a whole is bound to suffer. There is plenty of evidence that the greatest library service can be given to a district when the libraries form one organic whole. So much for the present; now for the future. Woolwich is growing rapidly in some localities, and when the inevitable library extension is required, what is going to happen ? Each of the older districts is going to be mulcted of a part of its already far from adequate share in order to finance still another separate administration. Instead of the Borough library service under one administration becoming increasingly efficient with the growth of the district, it is going to remain a series of small and comparatively ineffective units. Then there is another aspect of the question which touches us even more closely professionally. If library systems are going to be divided in this way, men and women are not going to be found willing to go through the long and special training necessary for an administrative librarian, because the position of “librarian‐in‐charge” is no return for such training. In this way, if this policy is going to spread, a much more serious blow still will be struck at the library efficiency of the country.

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.

The purpose of this paper is to scrutinise two ostensibly disparate approaches to school-based mental health promotion and offer a conceptual foundation for considering possible synergies between them.

The paper examines current conceptualisations of child and youth mental health and explores how these inform school-based prevention and intervention approaches. The dominance of discrete, “expert-driven” psychosocial programmes as well as the potential of critical pedagogy is explored using frameworks provided by contemporary dynamic systems theories. These theories call for a situated and holistic understanding of children’s development; and they look beyond static characteristics within individuals, to view well-being in relation to the dynamic social and historical contexts in which children develop.

Psychosocial interventions and critical pedagogies have strengths but also a number of limitations. Traditional psychosocial interventions teach important skill sets, but they take little account of children’s dynamic socio-cultural contexts, nor acknowledge the broader inequalities that are frequently a root cause of children’s distress. Critical pedagogies, in turn, are committed to social justice goals, but these goals can be elusive or seem unworkable in practice. By bringing these seemingly disparate approaches into conversation, it may be possible to harness their respective strengths, in ways that are faithful to the complex, emergent nature of children’s development, as well as committed to correcting inequalities.

The current paper is unique in bringing together contemporary psychological theory with critical pedagogy perspectives to explore the future of school-based mental health promotion.

The Association for Chief Executives of Voluntary Organisations' (acevo) International Programme brings together third sector leaders from around the world to share ideas and experiences. This article looks at examples of leadership in France, China and Nigeria, and explores themes that can be applied to a UK context.

Mary Parker Follett was an outstanding public intellectual of her day, both in the US and the UK. We have a lot to learn from her about the ‘democratic deficit’, leadership, participation, partnership and difference, that is relevant to key current concerns in the UK. Her thinking was based on her own extensive experience, observation and reflection, her ideas are profound, relevant and accessible for us today. In this article we signal her continuing significance in three areas: building democratic processes, leadership and ideas about complexity.