This article discusses how the Gawad Kalinga movement in the Philippines has operationalized good governance among its communities. This movement has not only provided opportunities for collaboration and cooperation between and among the three major governance actors, governments, business, and civil society, but more important, provided a framework for active citizen engagement in the process of improving their quality of life. Citizen participation is central not only in the theory of social quality but also in good governance. The paper argues argues that in order for reforms to be successful and sustainable, institutional reforms and active citizen engagement are necessary. These reforms are key to addressing some basic problems facing nations today, an alarming decline in trust in institutions and corruption. This paper is divided into three parts. The first part discusses good governance approaches and reform of public administration in relation to social quality theory. The second part discusses the tenets of citizenship and civil organization leadership within the context of good governance. The third part focuses on an emerging citizens’ movement in the Philippines—the Gawad Kalinga movement, which highlights the aspects of citizen engagement. The last part contains some concluding remarks drawn from the Gawad Kalinga experience as applied governance reform, and its implications for enhancing social quality.
Gawad Kalinga in the Philippines
Alex B. Brillantes and Maricel T. Fernandez
Self-managing Reproductive Health for Adolescent Refugees in Kampala
George Palattiyil, Ann-Christin Zuntz, Harish Nair, Paul Bukuluki, and Kalyango Ronald Sebba
This article provides an ethnographically informed critique of the humanitarian self-management model that informs reproductive health trainings for young urban refugees in Kampala, Uganda. It draws on interviews with 16 adolescent refugees, as well as policymakers, aid workers and health care professionals in Kampala in April 2019. We found that reproductive health education training sessions are a site of gendered learning where displaced boys and girls gain an understanding of what it means “how to live a good life” and how to become marriage material. Their focus on self-control also reflects a wider shift in humanitarianism toward female empowerment as a tool of neoliberal governance. In a low-resource context, however, “self-managing” one’s reproductive health takes on a different meaning, as displaced adolescents weigh up opportunities for short-term income from transactional sex with imagined reproductive futures elsewhere.
Fainting, Homosociality, and Elite Male Culture in Middle English Romance
Rachel E. Moss
Alliterative Morte Arthur , with its close attention to both the strategic details and the psychological consequences of battle, provides many good examples, such as this one: Then our chevalrous men changen their horses, Chases and choppes down cheftaines
This article provides an interpretation of Josef Vilsmaier's two-part television feature film, Die Gustloff (2008), which depicts the sinking of that ship in January 1945. It argues that Vilsmaier, at the expense of historical fact, pins blame for the fateful decisions that led to the ship being vulnerable to attack on the Navy, while simultaneously seeking to exculpate and even glorify the Merchant Navy representatives on board. Die Gustloff seeks to distinguish between a “bad” captain and a “good” one, between hard-hearted military indifference and uncorrupted civilian decency in the face of the plight of German refugees. Generally, in its portrayal of the civilian as a realm untainted by Nazism, it seeks to resist trends in contemporary historiography that show such distinctions to be untenable. It is thus deeply revisionist in character, and, in many ways, represents the nadir of the “Germans as victims” trend in contemporary German culture.
The Making of War Veterans in Postindependence Mozambique
(see also Sørensen 2008: 425 ), these categorizations thereby form the mediated outcomes of nation-state projects and the subject's efforts. Antigos combatentes : Heroes of the Liberation Struggle ( The Good ) The first category of war veterans
The Politics of Female Identity in Maternité (1929) and La Maternelle (1933)
Cheryl A. Koos
This essay explores Jean Benoît-Lévy and Marie Epstein's box-office success La Maternelle and their lesser-known Maternité in the context of interwar debates over women's roles in society. Reflecting natalist-familialist conceptions of motherhood and femininity, the films magnified three pervasive cultural icons in French social and political discourse: the monstrous, childless "modern woman," the exalted mother, and the "single woman" who fell somewhere in the middle. As both products and vehicles of these tropes, La Maternelle and Maternité not only illustrate how popular cinema disseminated and justified certain value-laden assumptions about female identity in the late 1920s and early 1930s; they also reveal the limitations of French feminism and socially-engaged, progressive art of the period.
problematising citizenship in the social sciences curriculum
Judith Burnett and Erika Cudworth
This article explores the critical pedagogical issues that emerge when attempting to develop active citizenship among undergraduates as an integral part of the student experience. It presents part of the findings from a C-SAP-funded project (Gifford et al. 2006) that we undertook with a partner higher education institution. This article explores our particular contribution carried out in a post-1992 London higher education institution. Our innovations in the social sciences undergraduate curriculum aimed at creating situations in which students would explore the diversity of citizenship in educational settings, namely, a local school, a further education college, and Summerhill School (founded by A.S. Neill). The research leads us to conclude that citizenship is a problem of praxis influenced and shaped by the local-global contexts of communities with diverse heritages of meaning, stratified social settings, and specific local and historical characteristics. This challenges the notions underpinning the Crick curriculum with its national orientation, and demonstrates the need to sensitise citizenship learning experiences to the needs of students and staff embedded in their social contexts. Such an approach can be understood as a form of situated citizenship characterised by active engagement with an assumption of heterogeneity which is positively sensitive to diversity.
Service-learning and studying the past
Many disciplines in the social sciences and humanities can offer profound insights into what it means to be human. History, however, encompasses the totality of human experience: economics, politics, philosophy, art, ethics, sociology, science - all of it becomes part of history eventually. Therefore, the opportunities for incorporating service-learning (carefully integrating community service with academic inquiry and reflecting on insights derived from such integration) into history courses abound. Many historians have taken advantage of this opportunity. Few historians have undertaken a scholarly investigation of the learning taking place in their service-learning courses, however. Indeed, despite the fact that the reflective process so central to service-learning lends itself remarkably well to the scholarship of teaching and learning (it generates very rich data on both the affective and content-based learning students are experiencing), there has been little published SoTL research from any discipline about service-learning. Drawing on qualitative evidence from an honours course comprised of 16 students at a private liberal arts college in the northeastern United States, I argue that not only does service-learning in history lead to more active citizenship, but that it also leads to deeper appreciation of an historical perspective as a key ingredient for being an engaged citizen.
Emotions and independence in undergraduate supervision
Within Swedish higher education, there is an explicit focus on the importance of independence, not least in relation to degree projects, which makes it a significant issue within supervision. What student independence comprises and how it may be achieved, however, is rarely discussed, even though the expectations of independence may be a stressful aspect of degree projects for students. This article examines the role emotions may play in undergraduate supervision in relation to student independence through analysing recorded supervision meetings and focus group interviews with supervisors. Based in a theoretical framework centred on the concepts affective practices, anticipated emotions and anticipatory emotions, it discusses how supervisors handled students’ expressions of fear, anxiety, joy and relief, and how anticipated emotions could be used as a didactic tool.
John V. Maciuika
Although the conflict between Muthesius and van de Velde has been well documented in the annals of modern architectural and design history, far less understood is the extent to which domestic political crises and new policy departures in Berlin served as preconditions for the Werkbund conflict in the first place. Prominent Werkbund members—men such as Werkbund Managing Director Ernst Jäckh and Werkbund Vice President Hermann Muthesius, but also including such national political figures and Werkbund members as Friedrich Naumann of Württemberg and Gustav Stresemann of Saxony—used institutional affiliations and their multiple professional identities to forge unprecedented linkages between the Werkbund leadership, industrial interest groups, and powerful German state interests. Specifically, and at the national level, new policies articulated by German Chancellor Theobald von Bethmann Hollweg and key German ministries in Berlin, strident national interest group politics, and an evolving state outlook toward Weltpolitik (geopolitical strategy) combined to reshape Werkbund policy in fundamental ways between 1912 and 1914. Without these forces, and without developments that followed the lopsided and highly contentious Reichstag elections of January 1912, the Werkbund likely never would have risen to the prominent position it came to occupy with state authorities by July 1914.