Unpacking the Power of the Mommy Wars

In recent years, Mommy Wars discourse, or an expressed judgment between mothers who work for pay and those who stay at home with their children, has emerged as a significant part of American culture. Yet knowledge about both its substantive underpinnings and the breadth of its influence across racial groups is limited. On these points, some research has suggested that racial differences regarding adherence to particular mothering ideologies will drive Mommy Wars discourse among white, middle‐class mothers but not among African American, middle‐class mothers. This study investigates 125 middle‐class yet racially diverse mothers about the content and prevalence of Mommy Wars discourse among their peers. Contrary to expectations, Mommy Wars discourse, although based on strong beliefs regarding appropriate maternal practices, was limited in its scope. In addition, Mommy Wars discourse was a minority perspective among the peers of white, middle‐class mothers, but a plurality perspective among the peers of African American, middle‐class mothers.     

Public sociability of college‐aged male homosexuals: The gay bar and cruise block

The young, overt, college‐aged male gay community (17 to 24 age group) is examined by focusing on its public sociability. The values of this community, its locale, and its youthful members give this study unique qualities and characteristics which are distinguished from other research efforts that have predominantly focused on sociability from the perspective of the large urban, secret middle‐class older gay community. Nearly all sociability among these young gays occurs at a gay bar. The various functions of the gay bar and its major facilitators of sociability (drugs and special events) are illustrated. In addition, the cruise block, primarily utilized for exchanges of conversation and secondarily for the seeking of impersonal sex, is analyzed.     

Children Making a Difference: Developing Awareness of Poverty Through Service Learning

Service learning is an accepted practice in many middle and high schools as a means to develop empathy for others and promote character. In elementary classrooms service learning may be considered a one time a year occurrence and carried out as a school-wide project. This article addresses a more integrated approach to service learning, wherein children can participate in a year long approach to contributing to their community. Teachers direct them in making connections to the local community while at the same time developing life long habits of participation and service.     

Practice Learning and the Development of Professional Practice

The development of professional practice is based on practice learning, yet there is no consensus about its definition. The currently evolving use of the term ‘practice learning’ provides us with an opportunity to consider the nature of learning for professional practice at initial entry through to post qualifying stages of development. A number of streams of thought are influencing the understanding of practice learning and we aim to consider some of these and how they inform those involved in supporting and guiding practice learners at different stages of their professional development.

In presenting our conceptualisation of practice learning we argue against oversimplified dualities of classroom‐based academic learning concerned with theory and workplace‐based practice learning concerned with practice. Additionally we make explicit the career‐long nature of practice learning which is as embedded in continuing professional development as it is in the requirements for qualifying programmes.

Having established what we mean by ‘practice learning’ we consider the impact of organisational learning theory on the management of practice learning. The consideration of the characteristics of organisations which learn leads to a brief examination of approaches to teaching and learning which promote knowledge creation in a way which is meaningful to practitioners. We will argue that the development of understandings of organisational learning and knowledge creation should become part of the knowledge base for those supporting and guiding practice learners, in addition to the traditional knowledge base of adult learning theory.

Before exploring the nature of practice learning it would be helpful to consider briefly what we mean by professional practice for which practice learning is preparing people.

Professional practice in social work is a complex set of activities which involve direct work with service users, and their families, as well as work with other professionals and agencies. A range of knowledge and skills are used with a firm value base which recognises diversity and oppression as key elements in UK society.

Such professional practice is learned and developed in a range of ways over time through training, practice, understanding, analysis and reflection. However, the nature of just what practice learning is and where it occurs has become a focus of debate in the UK as a result of recent developments in initial professional education and training for social work.     

Re‐invigorating democracy?: White middle class identities and comprehensive schooling

Recent research on social class and whiteness points to disquieting and exclusive aspects of white middle class identities. This paper focuses on whether ‘alternative’ middle class identities might work against, and disrupt, normative views of what it means to be ‘middle class’ at the beginning of the 21^st Century. Drawing on data from those middle classes who choose to send their children to urban comprehensives, we examine processes of ‘thinking and acting otherwise’ in order to uncover some of the commitments and investments that might make for a renewed and reinvigorated democratic citizenry. The difficulties of turning these commitments and investments into more equitable ways of interacting with class and ethnic others which emerge as real challenges for this left leaning, pro‐welfare segment of the middle classes. Within a contemporary era of neo‐liberalism that valorises competition, individualism and the market even these white middle classes who express a strong commitment to community and social mixing struggle to convert inclinations into actions.     

Mind the Gap: The Commodification of Corporate Social Responsibility

This article, based on two years of participant observation, in‐depth interviews, and informal exchanges, offers an ethnographic account of a nonprofit organization that promotes the idea of corporate social responsibility. It follows the ways and means by which midlevel corporate executives are initiated into the universe of “corporate citizenship,” learning to deploy terms such as “stakeholders,” “brand loyalty,” “social investment,” and “community empowerment.” Through an analysis of workshops, lectures, and ceremonial events, I show how the idea of social responsibility is transformed into a managerial tool, designed to enhance employee loyalty and to improve brand loyalty. From a constructivist sociological perspective, I also show that the idea of corporate social responsibility, when framed and advocated by a corporate‐friendly organization, fits the neoliberal emphasis on corporate self‐regulation.     

Across continents or across the street: using local resources to cultivate intercultural awareness

This paper describes a project designed for college students unlikely to participate in international exchange programs but who, nonetheless, can learn much about intercultural communication through available resources in their own communities. The project involved a mentoring program between third and fourth year university students and first and second year ESL students at the same institution. The project was conducted over a 15‐week semester‐long course, and learning outcomes were documented through journal entries, written reflective statements, class discussions, oral presentations and instructor observations. A qualitative analysis of these data sources, framed through transformative learning theory, revealed outcomes leading to increased intercultural awareness. While engaging in face‐to‐face conversations, students transformed their prior knowledge about ‘others’ into a deeper understanding of themselves, their culture and their intercultural relationships.     

Becoming a Narrator: A Case Study in the Dynamics of Learning Based on the Theories/Methods of Vygotsky

This article focuses on the learning that is enabled while a primary school child makes a story using multimodal software. This child is diagnosed with autism. The aim is to use a cultural-historical framework to carry out an in-depth analysis of a process of learning with action as a unit of analysis. The article is based on a collaborative research project in which assignments on narration concurrently served as experiments with cultural tools. The child's learning process in one assignment is analyzed sequentially, highlighting changes in the action, based on data from videotape. The child's decision to record audio was a turning point that expanded the formal learning and animated the idea of making the story in a desired multimodal format. The multifaceted quality and the dialectics revealed in the process are vital to achieve expansive action and learning. The combination of a generative narrative model and the multimodal affordances is crucial for actualizing the potential in the research approach to accomplish an analysis of the learner's changes in action. Thus, the study indicates the relevance of using a cultural-historical framework in research and practice that focuses on processes of learning and processes of becoming among diverse learners.     

Linking the Academy to the Community Through Internships: A Model of Service Learning,Student Empowerment,and Transformative Education

This paper provides an overview of an internship program designed to empower students and to build collaborative relationships within the local community. The structure of the internship program is designed from a combined service learning, empowerment, and transformative learning perspective. It is set up with a series of empowering activities, including preplanning, initial exploration, siteselection, and contract design. The requirements for the internship course include a commitment to academic education and skill development that are couched within an emancipatory pedagogy. Through transformative learning, students can become empowered citizens. Through university-community partnerships, the potential for ameliorating social problems is strengthened. As we create a new community of learners in the twenty-first century, the role of the university in the community may be strengthened through internship programs.     

Hours Aren't Enough

Research on community‐engaged learning tends to view this activity primarily, if not exclusively, from the vantage point of its benefits and challenges for students and educational institutions. Nevertheless, at least one other major actor is involved in this activity: the community. Neglect of the community perspective diminishes the overall value of student engagement. In this article we address this oversight by presenting new methodologies for valuing student engagement that take into account the community perspective. We argue that these approaches, which have their roots in the valuation of volunteer contributions to work organizations, can be extended fruitfully to the valuation of community‐engaged learning projects in institutions of higher learning. We recommend that application of these methodologies become an accepted part of the duties of university offices responsible for student engagement, and that researchers and practitioners continue to investigate more fully the value of engaged learning projects for the community.     

The Therapeutic Pyramid: A Common Factors Synthesis of Techniques,Alliance, and Way of Being

Common factors in therapy such as the therapeutic alliance and client motivation have been found to account for more change than therapy models. But common factors have been critiqued as only lists of variables that provide little practical guidance. Some researchers have demonstrated that certain common elements (e.g., the therapeutic alliance) account for more variance than others (e.g., techniques), suggesting that some factors should be emphasized over others. Such findings suggest the need for alternatives to model‐based therapy, with one alternative being meta‐models, or “models of models,” that focus on how therapeutic factors interact with each other to produce change. The purpose of this article is to propose a meta‐model describing the relationship between two specific common factors—the therapeutic alliance and interventions. We also propose a new factor—a therapist's way of being—that we believe is foundational to effective therapy. The model is proposed in pyramid format, with techniques on top, the therapeutic alliance in the middle, and therapist way of being as the foundation. The hierarchical relationships between these three concepts are discussed, along with implications for training, research, and therapy.     

An agenda for research on work and class in the postsocialist world

This article reviews the scholarly treatment of work and class in postsocialist states. It traces how class discourses under socialism led to a lack of meaningful working class studies in the postsocialist academy. It offers as an agenda for future research three points of departure: (a) greater confrontation of the one‐sided discourse on class in these societies and the academy itself (class blindness of research). (b) The value in studying postsocialist societies both comparatively to global North and South, and as an intermediate positioning for worker exploitation and responses in global capitalism. (c) To achieve the first 2 agenda items, a more grounded methodological approach proceeding from the lived experience of class and work is proposed. Current research on social networks, memory studies and personhood, the informal economy, deindustrialization, and the “domestication” of neoliberalism show that empirically grounded work on postsocialist working classes can make important contributions to wider social science debates. Studying the “losers” of postcommunist transition can tell us much about populist politics, the rise of the global working class outside the global North and the nature of global capitalist exploitation more generally. In addition, this agenda serves as an important point of departure from the dominant middle class focus of research in postsocialism.     

Integrated Motherhood: Beyond Hegemonic Ideologies of Motherhood

Existing research assumes that hegemonic mothering ideologies influence U.S. mothers' work and family decisions. These ideologies assume that childrearing is a mother's duty, that mothering occurs within a self‐sufficient nuclear family, and that paid employment conflicts with motherhood. Even when mothers do not conform to these ideologies, scholars find that they continue to influence mothers, as exhibited by mothers' efforts to reframe, redefine, or actively reject the ideal. This study expands on research that challenges the dominant influence of these ideologies on all mothers. Through analyzing the accounts of 24 middle‐ and upper‐middle‐class African American mothers employed in professional careers, three different cultural expectations about motherhood emerged. Participants assumed that they should work outside of the home, be financially self‐reliant, and use kin and community members as child caregivers. Together, these cultural expectations form the basis of an alternative ideology of mothering that the author terms integrated mothering.     

The Liberal Education of a Medieval Guildsman

This article illustrates how community service-learning can be defined and implemented as a group inquiry project in which students apply academic knowledge and social problem-solving skills. The authors examined eleven different community service-learning projects put into practice by elementary and middle school teachers who participated in CiviConnection, a national civic education program. They also explored how the teachers' practices were related to their perspectives on citizenship education, as the national CiviConnections program was designed to align with the reflective inquiry perspective by integrating historical inquiry in community service-learning. From the reflective inquiry perspective, they identified four elements of service-learning as a group inquiry project and analyzed eleven class projects to see how they incorporated the four components: (1) identifying issues and defining problems, (2) studying issues in-depth while using disciplinary modes of investigation, (3) developing action plans through decision-making processes, and (4) developing personalized knowledge through reflection. The authors discuss the study results' implications and examine opportunities to consider how community service-learning should be developed and implemented as a group inquiry project in which students develop personalized knowledge about community issues through discipline-based inquiry skills and decision-making processes.     

Youth councils in municipal government: Examination of activities,impact and barriers

This study reports on youth councils in 24 municipalities in one major metropolitan area. Semi-structured interviews were conducted with one key adult stakeholder in each municipality in order to understand the scope, structure, functioning, activities, and impact of youth councils. These data were supplemented with review of documents and websites that described the councils. Findings indicated that youth councils were engaged in a wide-range of activities suggesting the model is fluid to meet the needs of both the youth and the community. Specific impacts were identified by participants some of which were directly related to the delivery of activities and others which influenced policy change. Among the barriers identified was the continuing need to identify a broader range of youth to participate in these initiatives. Despite a societal need for greater youth civic engagement and the generally positive attitude toward this idea, youth councils remain limited in practice and the research base is under-developed. Our study contributes to advancing both practice and research.     

Children's Presence in the Neighbourhood: A Social‐Pedagogical Perspective

In this article we discuss some theoretical and methodological perspectives for studying children's neighbourhoods as a social‐pedagogical context. This social‐pedagogical perspective includes a focus in research on a reflective approach based on the acquisition of empirical indicators about the impact of the neighbourhood on children's socialisation. A research outline based on the idea of mapping children's neighbourhoods within their social and historical context is presented as one possible example of such an analysis.     

Service learning from the supply side: Community capacity to engage students

The rapid increase in the use of service learning raises important public policy questions about who is being served and whether partner agencies have the capacity to meet student demand for community‐based experiences. This article uses a large sample of nonprofit organizations and a comparative framework to examine the characteristics of partner agencies and the scope and nature of college student community involvement. Multivariate analysis tests these factors on a community agency's ability to engage more students, particularly service learners. The findings are generally optimistic about agency willingness to involve students, suggesting widespread community benefits from their involvement. While organizational size and capacity predict current student engagement, an agency's past experience with students and its perceptions of student benefits have the greatest impact on its willingness to take on future students.     

Who's Afraid of the Big,Bad Wolf? Young People's Responses to the Conflicts Over Large Carnivores in Eastern Norway*

Abstract Controversies over large carnivores are often interpreted as clashes between rural traditionalism and urban modernity. Rural communities, however, have never been culturally monolithic, and modernization will increase the diversity. To probe such diverse and changing attitudes towards nature, I conducted a qualitative study of young people in a rural community in eastern Norway. Contrary to popular images of such communities as unified against “pests,” all typical views of the carnivore issue were present. Those in favor of the large carnivores were typically middle‐class youths with a strong “outward” orientation, while those who wanted to shoot the predators were mostly working‐class boys with strong ties to the local hunting culture. This pattern was interpreted as a conflict between dominant and subordinate forms of knowledge, and between abstraction‐oriented and production‐oriented cultural forms. Aside from the growth of the pro‐carnivore middle‐class segments, the most significant effect of modernization appeared to be the removal of many young people from the subject matter of the conflict. A “subculturalization” of the working‐class hunting culture also could be discerned, however.     

Social Structural Location and Vocabularies of Participation: Fostering a Collective Identity in Urban Agriculture Activism

Contextualized within the visible inequality that permeates its local food landscape and the broader elitist food culture of California's San Francisco Bay Area, Oakland's urban agriculture movement comprises actors with rich vocabularies of motive for participation. Drawing from 25 in‐depth interviews with movement activists, I uncover a racial and social class homogeneity among participants that contributes to the formation of a collective identity but also limits the movement's outcomes in important ways. This research draws from Bourdieu's theory of class distinction and social movement theories of collective identity formation to contribute to literature on the reproduction of class and racial privilege in alternative food activism. I find that narratives for movement involvement converge on three discourses: possession of education‐derived knowledge to contend with the agroindustrial complex, the conflation of the creation of community through urban food growing with inclusivity, and a missionary‐like desire to educate others as to the benefits of growing their own food. I argue that the movement could benefit from a more diverse repertoire of action generated from a greater integration of racially and economically diverse actors working together to reorient the food system toward local food production alternatives.