I position critical ethnographic researcher field notes as an opportunity to document the physical and ideological violence that white settler states and institutions on the school-prison nexus inflict on the lives of girls of color generally and Black girls specifically. By drawing on my own field notes, I argue that critical social science researchers have an ethical duty to move their inquiries beyond conventions of settler colonial empirical science when they are wanting to create knowledges that transcend traditions of body counts and classification systems of human lives. As first responders to the social emergencies in girls’ lives, researchers can make palpable spatialization of institutionalized forms of settler epistemologies to convey more girl-centered ways of speaking against quantifiable hierarchies of human life.
Field Notes as First Responder Witness Accounts
In the Shadow of War
Nikki van der Gaag, Sarah Henriks, and Feyi Rodway
Conflict affects girls differently from boys—their rights are ignored, their responsibilities changed, and their lives altered forever by war. Girls face discrimination on at least two counts: because they are young and because they are female. We focus here on the changing nature of war and conflict and what this means for girls' health, economic well-being, physical security and protection, and also for their resilience and empowerment. We examine how girls are uniquely affected by, and respond to, conflict, its build-up and its aftermath. We assess the role of the institutions that have a duty to protect and support girls in conflict-affected states, and explore the reasons why policy actors do not take girls into account in their responses to violent conflict. We outline recommendations for action in terms of girls' education, harnessing girls' resilience and encouraging their empowerment.
Declining adolescent political participation means that political education has become a pressing public and political issue. In response, much attention is being paid to the way in which political education offers meaningful reasons for individual political participation. Critical textbook analysis may help us understand how political education affects participation. To what extent do textbooks explicitly present justifications for political participation? What kinds of justification are offered? This article analyzes Norwegian social studies textbooks, and concludes that justifications of adolescent political participation are central. Justifications include the individual pursuit of preferences, individual duty in a "contract" with the state, and identities. However, these justifications are also questionable, for they are generally either individualistic or avoid real political movements.
Eva Infante Mora, Davydd J. Greenwood, and Melina Ivanchikova
This special issue is devoted to a study of an action research-based reform of a US university study abroad programme to make it a genuine intercultural immersion experience. The four-year collaborative reform process combined participatory organisational redesign, the development of a comprehensive active learning approach and the teaching of intercultural competence through ethnographic immersion and community engagement in Seville, Spain. The case is an example of the development of intercultural competencies through guided behavioural change, of action research to reform higher education programmes and of active learning combined with formative and summative evaluation. The reader will learn about the experiences of the staff, faculty and mentors in the Consortium for Advanced Studies Abroad (CASA)-Sevilla study abroad programme and those of the sponsoring US universities as they together achieved a fundamental reform of a decades-old study abroad immersion programme. This special issue has many authors because this was a collaborative action-research project with continuous group work and brainstorming. The authors’ names are placed in the sections where the authorship is clear, but, as befits a collaboration, many of the ideas are the result of the combined thinking of all the authors. Authorship of the various sections has been allocated mainly to clarify for readers the most relevant author to contact to learn more about particular dimensions of the process. The guest editors took on the editorial duties on behalf of this larger group.
Scouting, Soldiering, and Boys’ Roles in World War I
of self-sacrifice, a greater respect for authority, and a deeper sense of personal duty and responsibility towards society and the State” ( Meath 1903: 3 ). Many other commentators agreed, and several proposals were made for the implementation of such
, he told the boy leaders, “duty before self.” Take care of the younger boys before your own needs. This was one of several times during summer camps that Pete gave some version of his “duty before self” talk. Clearly this principle was important to
), dharma (pre-ordained duty) and karma (action) combine to place disabled people in a constant quest for cure, redemption, abuse, and neglect. Within this religious-cultural milieu daughters are constructed as parai (Other) needing a dowry in order to
acquire a strong work ethic. This was an era when masculinity and civic duty (patriotism) fused, and of interest to Jordan is the “nonpartisan citizenship” crafted by the BSA in its rhetoric and programs. The BSA also had to negotiate a fundamental
Public Schooling and Political Changes in Early Nineteenth Century Switzerland
religious and as owing certain inherited duties to society (that is, the church and the secular government). Some textbooks written in the 1840s also reference denominational affiliations and related conflicts that were developing during this period. The
should show to their parents. It is also extended to the living, the dead, and remote ancestors. Relations between juniors and seniors Refers to the social duties that arise from one’s particular situation in relation to others. Each individual is