miners. In line with general transformations of job training programs for the poor and unemployed across North America, Ready for the Job focused on “soft skills” over and above technical industrial know-how ( Peck and Theodore 2000 ; Purser and Hennigan
Making diamonds ethical in Canada’s Northwest Territories
Lindsay A. Bell
Tobias Denskus and Daniel E. Esser
We review the ontological and pedagogical origins of International Development graduate education in the context of increasing pressures to 'professionalise' graduate curricula. We apply Giroux's concept of 'vocationalisation' to argue that professionalisation risks undermining the field's intellectual foundations in an elusive quest to equip students with functional rather than intellectual skills. Acknowledging ever-growing competition among graduates for gainful employment in this sector, we argue that instructors of International Development should recommit to the field's reflective tradition by creating spaces for transformative education and develop a repoliticised ethos that critically engages global capitalism.
Mike Keating, Cathal O'Siochru, and Sal Watt
This article describes a C-SAP-funded project evaluating the introduction of a new tutorial programme for first year Sociology students, which sought to integrate a 'skills framework' to enable students to develop a range of academic skills alongside their study of the subject.
The pegagogical and institutional background to the decision to adopt this 'integrated' approach is summarised and the staff and student experiences are then evaluated using both quantitative and qualitative methods. Primarily concerned with evaluating staff and student responses to the new programme, this paper also raises some issues with regard to the methodologies of evaluation.
Nathan Hughes, Sue Wainwright, and Caroline Cresswell
Whilst approaches to the development of undergraduate academic writing skills vary between disciplines and institutions, academic tutors are consistently presented as playing an important role. One aspect of this role is supporting students to engage effectively with feedback in order to develop consciousness and competence regarding academic writing. This article reports on the use of a form, which was designed to encourage students to use feedback in a structured and consistent manner and to support subsequent tutor-tutee dialogue. Students and tutors who used the form suggest it encouraged students to reflect on their learning needs and identify priority issues for discussion with the tutor. However, barriers to its effective use remain. In particular, there was resistance amongst students to accessing academic support, due to anxieties that staff would look negatively upon those who seek help. Students expressed concern that tutors would perceive those seeking support as failing to cope with the demands of independent study, a set of skills they perceive that they were required to have on arrival at university, rather than to acquire during the course of their studies with the help and guidance of their academic tutor.
Rachel Gooberman-Hill, Isabel de Salis, and Jonina Einarsdottir
This issue of Anthropology in Action examines the relationship between conventional anthropological methods and those used by anthropologists working in applied health research. Three of the articles were originally presented at a workshop at the 2006 conference of the European Association of Social Anthropologists, while a fourth (Poehlman) addresses related themes and sits well alongside those from the workshop.
Regina F. Bendix
– science and scholarship have developed divergent formats to write, speak and silence, internalised during disciplinary training so as to succeed on the path into research positions. As we acquire these skills, we become hotly proficient disciplinarians
Paula Booke and Todd J. Wiebe
, communicate their message and mobilise their bases, the technological tools and skill sets that students must use to analyse elections become more complicated. Increasingly these core goals cannot be achieved without the integration of information
Afghan Transregional Traders Across the Former Soviet Union
the forms of diplomatic capacity and skill that are important to the daily lives of these mobile traders from Afghanistan. It suggests that the notion of ‘everyday diplomacy’ is helpful as a device for analysing the traders’ thought and activities
Apprenticeship, Asymmetrical Knowledge, and Large-Scale Production in Britain and France, 1750–1820
Leonard N. Rosenband
and shipyards boycotted bold employers, and depended on custom and “invented traditions” to protect their skills and control of labor markets. 1 This article considers how large-scale manufacturers in several European trades attempted to increase
Egor Antonov and Venera Antonova
Translator : Tatiana Argounova-Low
2005: 7, 70, 78, 251 ). Much attention has been given to the selection, placement, and training of cadres. People who possessed required business qualities and organizational skills were well supported and given assistance in their careers irrespective