Leadership training is often described as an important component and goal of girls' secondary education and also a crucial step for realizing gender equality. This paper explores the possibilities for and barriers to effective leadership training in one "Spring Bud" girls' education project conducted in a poverty-stricken area of Shaanxi Province since 2001. Following a review of the Chinese and international literature on girls' secondary education and leadership training, the authors explore different understandings of "leadership" (and empowerment) among various project stakeholders and indicate the urgency of a mutual understanding of "leadership" and how it might be mentored in girls in formal educational settings. Authors draw upon interviews, observations, student writing, as well as the results of a 2006 survey of nearly 1,000 participating girls and their homeroom teachers, in their discussion of how to connect the concept of "leadership training" with the resources and constraints that shape girls' lives and future educational and career expectations and aspirations. The paper concludes with policy implications.
Challenging Girls in Rural Chinese Schools
Heidi Ross and Lei Wang
In the last two decades many researchers have taken diverse approaches to the study of airports. The airport was long considered a topic for specialists and designers, or admired as a monument celebrating the spectacle of aeromobility—from early aeronautical shows to later Sunday excursions to the huge observation terraces overlooking the airfield. Today the airport as a critical issue permeates the literature at various angles. Why such a profusion and what do these works offer the history of mobility?
Pathways towards Another Aesthetic in Anthropology
The emergence of modern scientific thought has been characterised by a separation from the realm of art. Among others, German anthropologist Ina-Maria Greverus since the 1970s, in the context of the worldwide critique of the discipline’s formats, pioneered new approaches to articulate anthropological work and findings with and through artistic practices.
School Field Trips and the Representation of Difficult Histories in English Museums
Drawing on the fields of education, memory, and cultural studies, this article argues that as important cultural memory products, government-sponsored museum education initiatives require the same attention that history textbooks receive. It investigates the performance of recent shifts in historical consciousness in the context of museum field trip sessions developed in England in tandem with the 2007 bicentenary of the abolition of the slave trade. Analysis of fieldwork data is presented in order to illustrate some of the complexities inherent in the way difficult histories are represented and taught to young people in the twenty-first century, particularly in relation to citizenship education.
Children's Animation and the Politics of Innocence
This article reconsiders the concept of innocence in relation to animated films for children, focusing particularly on Disney but additionally drawing on examples from other traditions. The author argues that the notion of innocence within these films is potentially double-edged, encompassing both actively transformative and more vulnerable, passive properties. Children's animation is not simply culturally conservative, however, but also rehearses other possibilities, often in a playful form. The article suggests that what children learn from Disney and other animated films is shaped in complex ways by responses to the quality of innocence with which such films are so often imbued.
The Not So Secret Narratives of Matthew Sweeney
Matthew Sweeney wants to know what it feels like to be stranded on a rock off the coast of Donegal, unable to swim, and your mates, unable to save you, only watching and waiting as the tide slowly rises. He wants to know what it feels like to lie dying in a hospital bed, having drunk weedkiller because your wife was sleeping with your neighbour, and he wants to know what it feels like for her too, the neighbour also having drunk weedkiller to show her how harmless he thought it was. And he wants to know what it feels like to fall from the twentieth or thirtieth floor, having leapt for whatever reason. Fortunately, he has some friends with similar interests, including the American poet and undertaker Thomas Lynch, who has fondly recorded one evening in County Clare, over lobsters and a bottle or two of Puligny-Montrachet, when Sweeney probed his professional knowledge of ‘death by misadventure’, particularly defenestration and other related tumbles from vast heights. It was Sweeney’s hope and prayer that death came calling before the concrete pavement did and Lynch did his best to reassure him with medical evidence that suggested the system pretty much shut down in such situations, only coming back to consciousness if there was anything left to come back to.
The first challenge I encountered at the Leo Baeck College when I came in 1957 was the imperative to learn. The lecturers wanted the students to study so that they would know Judaism. It was torah lishmah. Though the College was a professional school, the teachers seemed determined that, before we learnt to run congregations, we would know how to walk through texts – hence the emphasis on Bible and Talmud.
Learning about Each Other, from Each Other, with Each Other
I have a friend who believes that all governments lie – especially about going to war. He believes that people in power advance their own class interests by fomenting hysteria which results in a lust to destroy the enemy. Ordinarily sane people believe propaganda, he says, because they have no alternate information, and they accept the consequences of going to war because they have no idea of war’s realities. While there are other subjects we can discuss dispassionately, the emotions he displays on this topic are uncomfortably intense. The reason for his reaction reveals something important about the relationship between assumptions and reality.
Aemilia Bassano Lanier was partially of Jewish origin and came from a Venetian family of court musicians. She was brought up in the court and was educated by Countess Susan Bertie and the Duchess of Suffolk. Her work entitled Salve Deus Rex Judaeorum is a long narrative poem articulating a woman-centred account of the Bible. As a woman of partial Jewish descent, Aemilia, who has ‘a voice of her own’, deals with the maltreatment of women and compares them to Christ in their silent suffering. At her time, women were often expected to be silent within society, creating an absence rooted in their lack of voice. Both Christ and women sacrifice themselves for the betterment of mankind. This article will deal with Aemilia Lanier’s new perspective upon biblical women and the Passion of Christ as reflected in Salve Deus Rex Judaeorum.
Staff on the Emergency Department 'Shop Floor'
Mark Powell, Stephanie Glendinning, Vanesa Castán Broto, Emma Dewberry and Claire Walsh
In this article we consider the impact of shock in hospital emergency departments where people seek urgent medical care and access hospital services. We define shock as an unexpected event or set of circumstances, for although emergency departments plan for uncertainty, shock moments are when protocols and procedures fail to meet operational demands. We reveal how, depending on the professional experience and personality of staff, shocks are experienced and defined in a variety of ways. On some occasions shocks result in critical departmental failure, while at other times they generate new working practices. Shocks can empower individuals through celebrating teamwork and a sense of belonging, to take personal responsibility at a range of 'shop-floor' scales. These emotional and embodied engagements contribute to the operational resilience of the department.