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This article examines the national and international connections made by women graduates of the School of Home Science in their efforts to develop the scholarly expertise and professional capacity that would enable them to pursue academic careers and to improve the position of women in universities. It argues that despite the obstacles, many women were able to pursue academic pathways and to establish their own authority. By undertaking a transnational analysis, this article examines webs of influence that linked women scholars in New Zealand, Australia, Canada and the United States as well as those in the so called “centre” (Europe and the United Kingdom). It explores the networks formed by a select number of middle class women ‐ scholars such as Ann Gilchrist Strong, Elizabeth Gregory and Neige Todhunter ‐ as they attempted to expand the range of their scholarly work beyond national borders. It considers the influence of appointments of women academics from the United States and the United Kingdom on; the significance of post graduate study opportunities for home science graduates; and the role of scholarships and awards that enabled two way travel between the southern and northern hemispheres. A number of tensions are evident in the way women scholars located their work in new and emerging fields of academic knowledge within the university. This article explores interrelationships between women academics and graduates from the School of Home Science at the University of Otago and academic women in the United Kingdom and the United States. The final section of the paper examines the academic and scholarly life of Catherine Landreth who exemplifies the experience of a select group of women who gained personally, culturally and professionally from their international opportunities, experiences and networks. It considers Landreth’s transnational travels in search of scholarly expertise, the influence of her personal and professional networks, the significance of her pioneering work in the emerging field of early childhood education and the constraints experienced in a highly gendered academic enclave. To begin however it gives a brief overview of the introduction of Home Science at the University of New Zealand and the influence of initial international appointments on the expansion of women’s academic work at the University of Otago.

THE influence of wireless on libraries is marked. As a method of publicity it is unmatched. On April 20th the new secretary of the Library Association, Mr. Guy Keeling, joined the number of library broadcasters with a talk from 2 LO on “What Your Public Library can do for You.” The announcer said he regarded the talk as a fresh mark of the co‐operation between the B.B.C. and the public libraries which had been so fruitful in the past; and Mr. Keeling made his first real public appearance as Secretary with a clearly Stated account of our ordinary activities, enlivened with humour, and delivered in excellent manner. Together with all those who have any vision in the matter, he looks forward to co‐operation between all libraries.

This chapter investigates how we have come to know what we know, in the United States, about the terms “ability” and “disability” through the story of Helen Keller and her teacher Anne Sullivan Macy. What is the narrative of Helen Keller as told through children’s literature? How might the ways in which her life is presented contribute to stereotypes of what it means to be disabled? What, if any, are the ways in which authors of these books resist writing about her as someone who “overcame” her disabilities? How is Helen Keller’s relationship with her teacher, Anne Sullivan, portrayed and what might this representation contribute to the concepts of dependence and interdependence?

This project provides a sociological analysis of common themes through a content analysis of 20 children’s books on Helen Keller.

The theme of the widely circulating “story of the water pump moment” (when Keller realizes that hand movements signify language) depicts a one-sided relationship of Helen Keller and her teacher Anne Sullivan Macy. This informs the narrative representations of Anne Sullivan Macy as “miracle worker” and Helen Keller as “miracle child.” Another theme is the “complexities of resistance,” which shows how these narratives uphold the stereotype that Helen Keller needed to “overcome” her disabilities while also resisting this notion and showing how she also helped Anne Sullivan Macy.

This demonstrates how widely circulating stories such as those about Helen Keller shape what we know about what it means to be abled or disabled, challenges simplistic binary understandings of the disability experience, and points to the power of narratives to shape systems of beliefs.

The purpose of this paper is to empirically investigate the act of shadow reporting by a social movement organisation as a form of shadow accounting within a sustained campaign against a target corporation. Situated within a consideration of power relations, the rationales underlying the production of the shadow report, and the shadow reports perceived value and limits as a shadow accounting mechanism, are investigated.

A Foucauldian approach to power/knowledge and truth is drawn upon in the analysis of a single case study. Alongside a consideration of the shadow report itself, interviews with both the preparers of the report and senior management of the corporation targeted comprise the main data.

The paper provides an empirical investigation into shadow reporting as a form of shadow accounting. While a range of insights are garnered into the preparation, dissemination and impact of the shadow report, key findings relate to a consideration of power relations. The perceived “truth” status of corporate accounts compared to accounts prepared by shadow accountants is problematised through a consideration of technologies of power and power/knowledge formations. Power relations are subsequently recognised as fundamental to the emancipatory potential of shadow reporting.

Results from a single case study are presented. Furthermore, given the production of the shadow report occurred several years prior to the collection of data, participants were asked to reflect on past events. Findings are therefore based on those reflections.

While previous studies have considered the preparation of shadow reports and their transformative potential, this study is, the author believes, the first to empirically analyse the preparation, dissemination and perceived impacts of shadow reporting from the perspectives of both the shadow report producers and the target corporation.

This is an interpretive study in the sociology of literature that explores Aeschylus’s trilogy of dramatic plays known as the Oresteia. The plays dramatize a normative argument that exemplifies the dialectical struggle between domination and democracy. Social relations are characterized by agon (struggle), domination, and contradictions brought about by learning through suffering. These social realities reflect the primary theoretical claim of radical interactionism (RI) that domination and conflict are profound, pervasive, and perennial. On the interpersonal level, the plays dramatize structure, agency, role-taking, and the Thomas Axiom. As the first drama to interrogate an inchoate polity as an object of the public’s gaze, the Oresteia anticipates the sociological importance of critical consciousness, collective decision-making, political institutions, moral and, ultimately, cultural transformation. Despite a social context of slavery, imperialism, xenophobia, ostracism, misogyny, exclusivity, and constant warfare, the Oresteia foreshadows Western civilization’s ideals of legal-rational domination, citizenship, human rights, persuasion, and justice that have been imperfectly institutionalized to reduce surplus domination. The West still struggles to realize those ideals.

The author argues that leadership in the public sector operates within the belief of a historical and often mythical hierarchy, and that leadership as a term often is over‐used and under‐conceptualised. This ‘leadership delusion’ is located in a functional approach to leadership where the assumption is that removing dysfunctions from organisations through efficient and effective delivery will automatically bring about changes to standards. While organisational systems, structures and roles are important for quality and improvement, such an approach is not of itself socially critical. This viewpoint argues that we need approaches to leadership that engage with bigger issues such as class, gender and race in ways that are more than counting and measuring.

This chapter focuses on researchers as knowledge workers in higher education in England as an illustration of what Katznelson (2003, p. 189) identifies as the ‘professional scholar’ undertaking intellectual work as a public intellectual. I begin by examining the challenges to intellectual work and its location in a university, particular from the media and the popularity of what Bourdieu calls Le Fast Talkers ¹ – those who talk a lot but have nothing much to say. After drawing out the tensions within knowledge production, I then locate the analysis of what it means to do research in a period of education policymaking in England between 1997 and 2010, when New Labour called on researchers to produce evidence to support radical reforms. In particular, I argue that school effectiveness and school improvement (SESI) knowledge workers in Schools of Education in higher education in England are an interesting case for investigating the public intellectual positioning as ‘detached attachment’ (Melzner, 2003, p. 4), particularly through their attachment to New Labour governments and the subsequent detachment following a change of government in May 2010.

This study aims to examine the relationship between female directors and bank risk. In particular, whether such a relationship varies across sound or unsound banks and with or without a critical mass of female directors is tested.

Using a sample of 215 listed banks from 40 countries over the period 2008–2016, this study carries out panel data analyses and tests all the model specifications on four different measures of risk (common equity ratio, leverage, NPLs ratio and price volatility).

The findings show that increasing the number of female directors does not reduce bank risk when banks are unsound. When banks are sound, female directors have a significant and positive role in reducing risk, only until reaching a critical mass of women.

This study provides useful corporate governance indications for policymakers and practitioners. Advantages of gender diversity on boards are recognized especially in sound banks, but increasing the number of women directors beyond the critical mass may not lead to lower risk. In fact, ethical or legal pressures aimed at increasing gender diversity on boards (i.e. soft or hard gender quotas) may cause undesired effects on bank risk, especially if female directors are not chosen on merit and skills. Moreover, gender-balanced boards, namely, with a “dual critical mass,” seem to assure more effective decision-making processes.

This study provides empirical evidence on female board members and risk minimization, differentiating between sound or unsound banks. Furthermore, this study contributes to the literature on the critical mass of women on the board of directors by testing this theory for these two categories of banks.