The Limits of Political Citizenship

Policy makers tend to focus on the extension of citizenship as the primary means by which new populations become incorporated into a society. Although acquiring formal citizenship is necessary in order to participate in many aspects of a state's civic, social, and political life, the extension of legal citizenship is far from a guarantee for full membership. Instead of focusing exclusively on naturalizing immigrants, we need to consider T.H. Marshall's three spheres of citizenship—the civil, political, and social. By extending social elements of citizenship prior to or at the same time as we extend other benefits, we will move towards more complete citizenship for and greater civil and political engagement among all residents in our society—non-citizens, naturalized, and native-born, alike.

Combining autoethnography and multimodal social semiotics: potentials for theory and method

Different methodological approaches allow varying access to the objects of inquiry and enable one to ask different kinds of questions. This paper explores the possibilities that emerge through the combination of multimodal social semiotics and autoethnography. We discuss the epistemological and methodological bases for each approach and show the potentials in combining them. Drawing on an autoethnographic study in civil engineering, we argue that three aspects of research inquiry are enhanced through the combination of these approaches. These three aspects include a greater understanding of social context and its impact on meaning-making; an awareness of the multimodal nature of meaning-making; and an understanding of the ways in which the “interest” of the researcher (as participant) manifests in texts. Overall, we argue that these approaches augment each other in generative ways and allow for an in-depth look at how texts are embedded in particular practices and communities.     

Suicide prevention training outside the mental health service system: evaluation of a state-wide program in Australia for rehabilitation and disability staff in the field of traumatic brain injury

The training needs of staff working in mainstream (i.e., noncrisis) health settings with client groups that have moderate levels of suicide risk have not been extensively addressed. An initiative to train rehabilitation and disability staff working in the field of traumatic brain injury (TBI) is described. A program was adapted from a generic state health department training program, and disseminated by means of established training networks within the brain injury field. Program efficacy was evaluated as the training was provided across the state of Victoria in a series of 1-day workshops. Participants (n = 86) completed two evaluation measures designed for this purpose (objective knowledge test, self-rating of knowledge and skills) on three occasions (pre- and postworkshop, 6-month follow-up). Compared to a control group of rehabilitation and disability workers who did not receive the training (n = 27), the workshop participants made significant gains in objective knowledge and reported skills, and maintained these gains at the 6-month follow-up. The Suicide Interview Response Inventory-2 (Neimeyer & Pfeiffer, 1994) was administered to a subgroup of participants as a validating measure, and correlated significantly with scores from the objective knowledge test. This process may provide a template for developing more fine-grained suicide prevention strategies among other health-related at-risk groups.     

论文化政治经济学中的前学科性和后学科性

当代政治经济学研究中最激动人心的发展包括前学科探讨的复兴,而当后学科被用于政治经济学时,开拓了"文化政治经济学"的空间;在市场经济、以法律规则为基础的民族国家、市民社会和公共领域出现的制度化分离的被加强过程中,政治经济学研究变成了一种学科冒险;必须强调马克思主义传统和其他种类的重视经济和超经济之间相互依赖的制度和进化政治经济学的持续生命力。     

IR Teaching Reloaded: Using Films and Simulations in the Teaching of International Relations

This article reflects some experiences in teaching International Relations (IR) by using films to supplement the use of simulations and role play scenarios. The authors have used simulations and role play scenarios in order to teach complex issues and theories, and to engage the interest of students. By using films to supplement the use of simulations in classrooms, it is suggested that students become more active in their own learning. A number of ways in which simulations and role play can be used in teaching are established here alongside an array of films that can be shown to students to complement such teaching approaches. The use of films to teach IR theory is also listed. It is concluded that the use of simulations, role play, and films in teaching IR can aid student learning especially in terms of IR theory.