Search results

The association between motorcycles and sex, and motorcycles and action, is highly gendered and very few action films star women on motorcycles. This chapter examines little-known Australian film, Shame (1988) and the American made-for-television remake Shame (1992) as rare examples of films starring heroic women on motorcycles. The protagonist of both films is a motorbike-riding lawyer (Cadell) who rides into a country town blighted by an endemic rape culture. The film(s) have been largely overlooked in critical discussions about gender and action films. This chapter utilises scholarship about gender and action films, and about the rape revenge genre to explore how Cadell is cast as feminist avenger and agent of change. Rather than being a bombshell or a babe, in the tradition of Ellen Ripley and Sarah Connor, Cadell is a tough action chick who embodies (female) heroism. She, as Sara Ahmed (2017) would describe it, snaps, and that snap prompts viewers to examine misogyny, rape, revenge and shame.

This chapter focuses on how people with a history of short-term incarceration engage with the criminal justice system. It is based on analysis of interview data with men and women who had been incarcerated in a county-level facility in Massachusetts; they were interviewed up to five times (once prerelease and four times postrelease). A primary goal of most was to be free of or minimize criminal justice system contact (not just incarceration), and this drove their approach to criminal justice system contact. In spite of this goal, they often remained ensnared for lengthy periods.

This chapter presents a virtue-based approach to research ethics which both complements and challenges dominant principle- and rule-based ethical codes and governance frameworks. Virtues are qualities of character that contribute to human and ecological flourishing, focussing on the dispositions and motivations of moral agents (in this case, researchers) as opposed to simply their actions. The chapter argues for the usefulness of ‘researcher integrity’, in the context of increasing interest internationally in ‘research integrity’ frameworks for regulating research practice. ‘Researcher integrity’ is analysed, including weak and strong versions of the concept (conduct according to current standards, versus reflexive commitment to ideals of what research should be at its best). Researcher integrity in its stronger sense is depicted as an overarching complex virtue, holding together and balancing other virtues such as courage, care, trustworthiness, respectfulness and practical wisdom. Consideration is given to educating researchers and university students as virtuous researchers, rather than simply ensuring that rules are followed and risks minimised. Several approaches are outlined, including Socratic dialogue, to develop attentiveness and respectfulness and participatory theatre to rehearse different responses to ethical challenges in research. Some limitations of virtue ethics are noted, including dangers of reinforcing a culture of blaming researchers for institutional failings, and its potential to be co-opted by those who wish to indoctrinate rather than cultivate virtues. Nevertheless, it is an important counter-weight to current trends that see research ethics as entailing learning sets of rules and how to implement them (to satisfy institutional research governance requirements), rather than processes of critical and responsible reflection.

This ethnographic case study examined college pathways of rural, first-generation students. Current research primarily examines factors predicting rural students’ college aspirations, participation, and completion. This study examined why and how such factors influenced students in a rural, high-poverty county and explored how rural culture influenced pathways. The study found that attachment to family significantly influenced college-going decisions and behaviors. Families provided support necessary for high aspirations, college-going, and persistence. Students’ decision to leave, return, or stay was difficult given this attachment; yet, lack of economic opportunity affected decisions also. Cultural legacies influenced college-going. Schools, communities, and peers were also relevant. Given the importance of family, institutional, state, and federal policies and practices must involve families and replicate family support models.

The nonprofit sector has come to deliver the majority of state-funded social services in the United States. Citizens depend on nonprofit organizations for these services, and nonprofits depend on government for financial support. Scholars have begun to ask important questions about the political and civic implications of this new organizational configuration. These questions have direct ramifications for the anti-prison movement given the explosive growth of nonprofit prison reentry organizations in recent years. To see how such organizations may impact political engagement and social movements, this chapter turns its focus on the intricate dynamics of client-staff interactions. Leveraging a yearlong ethnography of a government-funded prison reentry organization, I describe how such organizations can be politically active and at the same time contribute to their clients' political pacification. Staff members engaged in political activities in surrogate representation of their clients. While staffers advocated on their behalf, clients learned to avoid politics and community life, accept injustices for what they are, and focus instead on individual rehabilitation. By closely studying what goes on within a nonprofit service provider, I illustrate the nonprofit organization's dual political role and its implications for social movements and political change.

Facilitation payments (petty corruption) are small payments to an officer or employee, public or private, who is responsible for a nondiscretionary service, in order to facilitate, accelerate, or cheapen a procedure, for example, issuing a passport or connecting a house to a power distribution network. They are widespread in some countries, and are often considered irrelevant, but they have very large negative impacts in generating a culture of corruption, affecting the functioning of public offices or private companies and on costs for citizens. This chapter explains what facilitation payments are, why they are an ethical problem for people who pay and receive them, for companies and for society, and the positioning of the fight against those payments within the overall strategy against corruption.

This chapter explores the dual constructs of Winnicott’s notion of holding environment and Altvatar et al.’s notion of “stepping up and stepping back” into leadership roles. The merging of the two constructs provides a double lens through which to analyze the Truth and Reconciliation Commission (TRC) process in post-apartheid South Africa in the mid-1990s. Reporting from that era provides first-hand recollections and transcripts of the process. In addition, the political moment of transition and healing via TRCs serves as an arena in which to consider the importance of a holding environment when undertaking social justice missions in which leadership and followership are ineluctably entwined. While the outcome of South Africa’s TRCs is considered imperfect, I suggest that the establishment of similar such holding environments would further dialogue and efforts toward peace and reconciliation in the United States around issues of race.

While the chapters in this book present insights on collaborative instructional practices from a cross section of international perspectives, this introductory chapter frames a commentary for the following chapters. The work of instructional collaborative practices internationally shifts the responsibility from the deficits within the student to the instructional decisions made as teachers, as well as policies, procedures, and decisions made by educational institutions. We highlight influential scholars whose work can inform the inclusive and collaborative instructional practices occurring worldwide. As teacher educators, we conclude that a collaborative approach to instruction empowers teachers with the knowledge that they have the ability, given a little ingenuity, to include students regardless of the unique learning needs they may present. Further, we examine sociopolitical current trends which support and constrain the work of collaborative inclusive practice in the field. Finally, we provide an overview of the chapters to come, all of which provide evidence for the need to invest in and cultivate collaborative instructional practices for the benefit of all students.

This chapter will explore the development of a research project which seeks to capture the experiences of young disabled people who are undertaking a programme with The Comedy Trust. The programme seeks to address the barriers encountered by disabled young people when entering the world of work and to encourage more inclusive recruitment practices. The authors seek to highlight how comedy can be used not only as a tool to promote social justice but also as a research method. The chapter is based on co-produced piece of research which brings together a young disabled person (Harry Georgiou), a careers lead and inclusion mentor based within a special school (Sarah Spoor), a community operations and fundraising manager based within The Comedy Trust (Charlene Davies) and a university academic (Marie Caslin). For all of the team the authors' central aim is to ensure that young disabled people's voices are heard throughout this chapter and the authors will outline how they hope to achieve this. The authors are currently at the very early stages of their project, and with this chapter, the authors hope to provide an insight into the lessons we have learnt so far.