Reply to ‘The politics of evidence: a response to Rulli and D'Odorico’

ABSTRACT

Indicators of carbon storage in forests and other land uses have gained much prominence to evaluate and endorse land-based climate change mitigation policies. The outcomes of such assessments can have direct livelihood implications for dwellers living at the forest–agriculture frontier, such as shifting cultivators or subsistence farmers. This contribution critically discusses the methodological relevance of carbon stock indicators to assess long-term emission dynamics of land uses, and furthermore addresses the ‘politics of measurement’ that can be involved in policy practice. From a complex socio-ecological systems perspective, the paper argues that carbon stock indicators provide necessary but not sufficient information to endorse land use policies with mitigation aims. While they may indicate one-off sequestration gains through vegetation and land-use change, they cannot account for permanent hidden emissions that emerge as part of the broader agrarian transitions that accompany land-use change. Over the long term, this may render related mitigation interventions ineffective, if not counterproductive. Furthermore, carbon stock estimates for future land-use scenarios sometimes draw on biased assumptions, or are constructed within histories of discrimination, through which they may further marginalize subaltern groups such as shifting cultivators. A paradigm shift is needed that includes more integrative assessment approaches.     

Adolescents’ Mental Health Outcomes According to Different Types of Exposure to Ongoing Terror Attacks

This study investigates the impact of several types of exposure to terror attacks on adolescents’ psychological outcomes in the context of ongoing terror. A total of 913 adolescents (51% girls) aged 12 to 18 years (12–13.6 = 33%; 13.7–15.6 = 38%; 15.7–18 = 28%) took part in the study. Detailed data were collected concerning objective, subjective and “mixed” types of exposure to terror, as well as demographics, post-traumatic stress symptoms (PTSS), emotional and behavioral problems and overall psychological and psychiatric difficulties. Subjective exposure was found to be the most important contributor to adolescents’ post-traumatic stress and other mental health problems in this context. Gender also had important effects. The effects of objective and mixed types of exposure, as well as age, were less prominent. We did find, however, that the more adolescents consulted media, the less they experienced behavioral and emotional problems. Given that subjective experiences appear to be the best factor in explaining mental health outcomes when adolescents are confronted with persistent terror, the cognitive and emotional dynamics along with the coping behavior linked to such experiences merit further investigation.

Adolescents’ Response to Parental Efforts to Influence Eating Habits: When Parental Warmth Matters

Previous findings have shown both beneficial and adverse effects of parents’ attempts to influence adolescents’ eating habits. The current study examined the differential effect of parents’ persuasion (e.g., encouragement, giving information) and pressure tactics (e.g., guilt induction, ridicule) and the moderating influence of parental warmth on older adolescents’ emotional and behavioral responses. An ethnically diverse sample of 336 older adolescents (M age = 18.6; SD = 1.1; 58.0% female) were surveyed. Adolescents who reported higher levels of pressure tactics by parents reported more negative affect and behavioral resistance. Perceived parental warmth moderated the influence of persuasion tactics, but not pressure tactics. For adolescents with low parental warmth, high levels of persuasion were associated with more negative emotional and behavioral responses; persuasion had the opposite associations for adolescents with high parental warmth. These results suggest that parental warmth plays an important role in how older adolescents respond to parents’ persuasion tactics. However, when parents use more forceful pressure tactics to influence eating habits, adolescents react negatively regardless of the overall quality of the parent–adolescent relationship.     

“We Don't Want a Teacher”: Using the Past to Offer Fresh Eyes to Contemporary Practice

Much historical and contemporary writing lauds the Citizenship Schools of the Civil Rights Movement, and the Highlander Folk School that supported them, as major players in the struggle to educate Black people across the South as citizens and voters. However, little scholarly literature explores the pedagogical and programmatic elements of these community-driven schools or the ways these schools provided an infrastructure to the movement. Drawing from archival research, this article examines these schools and connects their educational methods to the successes of the Civil Rights Movement. It names ways these methods influenced present practice in youth work for social change while also identifying the ways that many of the practices of these schools have been ignored or lost in contemporary youth work. It concludes by identifying from this work 9 questions youth workers can pose to orient their youth work toward social and racial justice.     

“I Want to be Able to Walk the Street Without Fear”: Transforming Justice for Street Harassment

The practices comprising the analytic category of street harassment are rarely responded to through either criminal or restorative justice approaches, and the possibilities for transformative justice have to date not been considered. In this article we advocate for a victim-centred justice response to street harassment, specifically examining the potential for transformative justice to function in this way. Drawing on data from a recent Australian study, we examine participants’ understandings of justice and desired justice responses to street harassment. Participants’ responses drew attention to a range of perceived shortcomings of the formal justice system as a mechanism for responding to street harassment. Instead, participants advocated for a justice response concerned with transforming cultural and structural norms, in particular gender norms. We end in an examination of the limitations of transformative justice, looking to recent work on “kaleidoscopic justice” as a way of transforming common conceptions of justice itself.     

“A Defeat not to Be Ultra-Fit”: Expectations and Experiences Related to Pregnancy and Employment in Contemporary Norway

Managing work while pregnant has long been a challenge for women in both paid and unpaid work. With Norway as the case in point, the aim of this study was to explore expectations and experiences among women relating to work-life and pregnancy health. Employing the constant comparison method, we drew on interviews, Internet discussions, newspapers, and health information booklets. The findings revealed strong discourses on pregnancy as health, and high expectations among pregnant women to be healthy, fit, and maintain their working capacity throughout pregnancy. Women who needed to slow down failed to fulfil these normative expectations and commonly experienced this as a personal defeat. Despite policies and regulations protecting women's pregnancy-related needs vis-à-vis their employer, some women hesitated to claim their eligibility to special rights. Many pregnant women overstretched, compromising their own health. This, we argue, reflects the ambiguity in policy and in the public debate. Ideas about pregnant women as a vulnerable group needing special protection on the one hand, and the expectations to perform as usual throughout pregnancy on the other, are discussed here in view of a gender-difference versus a gender-neutral discourse, the latter being foundational to the public debate on gender in contemporary Norway.     

From ‘Dearest Mama’ to ‘Dear Mother’: changing styles in early twentieth-century letters from daughters to mothers

In this article, the author looks at two sets of letters sent home to mothers by travelling daughters in the early twentieth century. Both sets of letters come from the Strachey family: one from Philippa Strachey written during the visit she made to India in 1901, the other from her niece, Elinor Rendel, during the period she spent with the Scottish Women's Hospital on the Eastern Front in the First World War. But the letters come from two different generations of women and there are very marked differences between them in style and in content. Both women used their letters as ways to express and to negotiate independent lives while still remaining close to their families, and the author suggests that the differences in their epistolary style serves as much to reflect contrasting approaches to expressions of sentiment and to the appropriate style for writing letters as they do to suggest different relationships between them and their mothers.     

A Dyadic Approach to Understanding the Relationship of Maternal Knowledge of Youths’ Activities to Youths’ Problem Behavior Among Rural Adolescents

Most studies that explore parental knowledge of youths’ activities utilize parents’ and youths’ reports separately. Using a sample of 938 rural early adolescents (53% female; 84% White), we explore congruence between mothers’ and youths’ perceptions of maternal knowledge and its association with youth problem behaviors (delinquency, substance use, and attitudes towards substances). Maternal overestimation of knowledge (compared to youths’ ratings) was positively associated with delinquency and negatively associated with healthy drug attitudes. Significant differences in problem behaviors were found between four groups created based on mothers’ and youths’ level of knowledge (High Youth and Mother, High Youth/Low Mother, Low Youth/High Mother, and Low Youth and Mother). The High Youth and Mother group demonstrated less substance use and healthier drug attitudes than the Low Youth and Mother group. The Low Youth/High Mother group had significantly higher levels of substance use and delinquency than the High Youth and Mother group. Intervention implications are discussed.     

Moving to the Gulf: an empirical analysis of the patterns and drivers of migration to the GCC countries, 1960–2013

The migration system in the Persian (Arabian) Gulf is among the largest such systems in the world. This article identifies the major interacting elements of this system, which primarily includes countries in South Asia and the Middle East, and discusses its generating forces and developments over the past five and a half decades. Departing from panel data from the World Bank and the UN’s population database, which hitherto have been largely under-analysed, we investigate the dynamics of migrations in the period 1960–2013. The panel data are combined with cross-sectional outlooks of contemporary trends and are related to political and economic developments in the region. It is suggested that the patterns of migrations in the Gulf may be explained with reference to the economic, political and demographic idiosyncrasies of the system, and to the migration policies of the GCC countries. In short, the key drivers of GCC migration patterns include: (1) socio-economic realities, in particular income differentials between migrant senders and migrant receivers as well as impressive growth rates in the Gulf region; (2) historical, cultural and institutional proximity among the constituent states in the system; and (3) the particularities of the Gulf states’ liberal labour-migrant regimes, which contrast starkly with their restrictive refugee and naturalisation policies.     

Whatever happened to the F word in higher education?

As a women's studies academic who has taught health and social care students for four years in the UK, it strikes me that much of what and how I teach is incompatible with my own pedagogic position. At a time of government cuts and economic austerity there are ever shrinking opportunities to work in women's studies environments within the higher education academy, and I often find there is a mismatch between what I am offering as an academic and what an employer is looking for. Occupying the most junior teaching post on a fixed-term contract, and coming from the discipline of women's studies – constructed often as irrelevant and/or too political and controversial, rather than a necessary philosophical foundation to critical thinking – I have diminutive curriculum influence and find myself, more often than not, delivering hegemonic groups of theories and practice. Drawing largely on level 5 health and social care interprofessional learning module course materials, this paper will analyse the discourses inscribed within them, and consequently expose the essence of the learning and teaching that takes place within the classroom. This paper will also act as a catalyst to explore whether it is possible to find, or construct, a feminist space in my learning and teaching practice.     

What Happens to Anti-Racism When We Are Post Race?

Despite the resistance from radical antiracist formations, autonomously organised by racialized minorities and migrants themselves, that can be witnessed in many spaces, the success with which antiracism has been both appropriated and relativized by the state as well as hegemonic activist voices poses a significant threat. The politics of diversity and the consensus around the notion that western societies are post-race contribute to portraying the critique of racism from people of colour as inaccurate, alienating and counter-productive to the achievement of social cohesion. The necessity of dismantling the idea of race as suggested by antiracist activists and scholars has been subverted in the deconstruction of the experience of racism by an ‘antiracialist’—rather than a more radical antiracist—agenda intent on relativizing the struggle against racism as one among many. The consequence of this in the context of postracialism is for racism itself to be departicularized and dissociated from its historical roots. Antiracism needs to reclaim the risk, that Goldberg argues is inherent to it, and rescue it from being universalised into meaninglessness.     

Barriers to women’s access to decision-making positions in sport organizations: the case of establishing a girls’ volleyball academy in Israel

The aim of this paper is to highlight the nature of the barriers facing women in terms of their participation in decision-making in Israeli sport, and to identify and evaluate some of the strategies and tactics adopted to overcome these barriers. This is done by making reference to a particular case study, the case of the process of establishing a major policy initiative in Israeli sport – the founding of the national Volleyball Academy for Young Talented Girls. The case is analyzed in order to identify how and why the goal of establishing the Academy was successful, and to consider what may be learned in terms of the implications for the tactics and strategies used that might be adopted by other women in similar circumstances.     

Adolescents’ Suicidal Thinking and Reluctance to Consult General Medical Practitioners

Appropriate help-seeking is widely recognized as a protective factor, and vital for early treatment and prevention of mental health problems during adolescence. General medical practitioners (GPs), that is, family doctors, provide a vital role in the identification of adolescents with mental health problems and the provision of treatment as well as access to other specialists in mental health care services. The current study examined the association between suicidal ideation and intentions to seek help from a GP for suicidal thoughts, emotional problems and physical health problems, using a sample of 590 Australian high school students that was 56.7% female and aged 13–18 years (M = 15.56 years, SD = .66 years). Higher levels of suicidal ideation and general psychological distress were related to lower intentions to seek help from a GP for suicidal and physical problems. The results suggest that even at subclinical levels, increases in suicidal ideation or psychological distress may lead to help avoidance. School personnel and other gatekeepers need to be aware of this trend in order to be more assertive in encouraging and supporting appropriate help-seeking for mental health problems. School health promotion programs should consider including information to explicitly address the help-negation process.