South African foreign policy in the post-Mbeki period

President Thabo Mbeki's resignation in September 2008 six months before the expected end of his term was triggered by the recall issued by the ANC National Executive Committee. It is highly unlikely that any major changes in foreign policy will be made by the caretaker government of President Kgalema Motlanthe before the 2009 elections. However, the significant changes in the domestic political environment signal the start of a new era in South Africa's transformation — what might be called the ‘post post-apartheid period’. This paper explores what those changes might entail, especially in the realm of foreign policy. After reflecting on the legacy of Mbeki's foreign policy, the paper considers the potential implications of the relevant resolutions agreed at the December 2007 ANC National Conference in Polokwane. Constraints on South African foreign policy towards the African continent are considered, especially with regard to perception versus reality of its economic and political hegemony as well as its complex identity as a nation. In light of this analysis and the inevitable impact of the current global economic crisis, the paper concludes with a series of recommendations for a new vision and agenda for South Africa's foreign policy under the government to be elected in 2009.     

Longitudinal outcomes of an early cohort of Ticket to Work participants

Using 2004-2006 National Beneficiary Survey data matched to Social Security administrative data, we follow a cohort of disability beneficiaries participating in the Ticket to Work (TTW) program for several years to assess changes in their service use, health status, employment, and income. About 20 percent of TTW participants achieved employment at levels that would significantly reduce their disability benefits. Another 40 percent achieved some employment success, but the remaining 40 percent reported no earnings during 2003-2005. Use of TTW support services during 2003-2005 was modest. Many participants experienced significant changes in their health status across survey rounds, which might have affected their ability to actively participate in TTW and to become employed. Many also experienced significant employment and income instability. The findings suggest that employment among TTW participants was associated with reduced poverty.     

Neuropsychological Correlates of Anger,Hostility, and Relationship-Relevant Distortions in Thinking among Partner Violent Men

Prior research has demonstrated that perpetrators of intimate partner violence (IPV) display poorer performance than controls on neuropsychological tests of executive functioning (EF) and impulsivity (Imp). In a treatment-seeking sample of 80 partner-violent men, the current study examined EF and Imp as correlates of anger-reactivity, cognitive distortions, irrational beliefs, anger expression, anger control, hostility, and abusive relationship behavior. Executive functioning had significant inverse associations with cognitive distortions, irrational beliefs, and anger-reactivity assessed during anger induction using the Articulated Thoughts within Simulated Situations (ATSS) paradigm, and with global self-reports of anger expression and general hostility. Impulsivity was positively associated with cognitive distortions, irrational beliefs, and anger-reactivity on the ATSS. No significant associations were found between neuropsychological functioning and anger control or self-reported levels of physical assault and psychological aggression. Limitations in neuropsychological functioning among IPV perpetrators are associated with distorted cognitive processing of negative relationship stimuli and difficulties with anger reactivity, anger expression, and general hostility.     

Family Transitions and Later Delinquency and Drug Use

Changes in the family structure can be very disruptive to adolescents who live in those families. This article examines the impact of the number of family transitions on delinquent and drug-using behavior. Specifically, the effect of family transitions is hypothesized to be mediated by problems within the family, school, and peer settings. A sample of 646 boys (73%) and girls (27%) taken from a longitudinal panel study of high-risk adolescents are used to examine these hypotheses. For girls, little support is found for the direct or the indirect effect of family transitions on delinquent behavior or drug use. For boys, however, both forms of problem behavior are influenced by family transitions directly and indirectly through changes in, and problems with, peer associations. The findings suggest that during times of family turmoil, the friendship network of adolescent male children is also disrupted, leading to an increase in associations with delinquent others and, in turn, an increase in problematic behaviors.

Organizational [Dis]trust: Comparing Disengagement Among Former Left-Wing and Right-Wing Violent Extremists

In order to move beyond the existing push/pull framework to understand disengagement, we apply a systematic coding scheme derived from Mayer and colleagues' integrative model of organizational trust to examine why people leave extremist groups. In doing so, we also rely on in-depth life history interviews with twenty former left- and right-wing extremists to examine whether antecedents of distrust vary between the two groups. Findings suggest substantial similarities and important differences between left- and right-wing extremists' decision to leave. In particular, perceptions of poor planning and organization, low-quality personnel and vindictive behavior generate perceptions of organizational distrust and disillusionment. Although findings from the current study are based on a relatively small sample, notable similarities were identified between both groups regarding sources of distrust (e.g., leaders, group members). We also identified differences regarding the role of violence in weakening solidarity and nurturing disillusionment with extremist activities. We conclude this article with suggestions for future research that extend the study of terrorism and that may have significance for how practitioners address countering violent extremism initiatives.     

Nothing wasted: engaging values and the imagination. How can working with feminist speculative fictions enthuse and engage students with social justice and sustainability in an age of austerity?

In the context of contemporary higher education, post white paper, ‘Students at the heart of the system’ [BIS, 2011. Students at the heart of the system [online]. Available from: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/31384/11-944-higher-education-students-at-heart-of-system.pdf, (Accessed 5 Feb 2014), in which funding and commodification of learning and of students dominate university mission statements and agendas, it is crucial that we collaborate with our students to engage imagination and critical faculties with issues of value, and of social justice. Teaching and researching contemporary feminist speculative fictions and feminist critical practice offer a priceless opportunity to make a difference, to challenge the intellectual impoverishment that this new austerity brings with it. Learning and teaching research into threshold concepts and signature pedagogies combine here with feminist critical practice in a discussion of teaching two speculative fictions which engage criticality and values: Atwood [Atwood, 2003. Oryx and Crake. New York: Nan A. Talese.) and Hopkinson [Hopkinson, 1996. A habit of waste. Skin folk. New York: Aspect, 183–202] each of which critiques flawed societies using tropes of waste, and rejection of difference. Each suggests recovery from damage done in the name of austerity, and imagines futures for the critical imagination, social justice, self-worth and agency.     

The Slippery Slope: Struggling for Equity in the Academy in the Era of #MeToo

The complexity of the sexual harassment language of the #MeToo movement creates discontinuities that may muddy intended communications. Yet understanding this language provides a fuller picture of the experiences that women face. Gender harassment has persisted in the workplace despite long-standing antidiscrimination policies, perhaps because of a universal failure to recognize all forms of it—some of which are more pervasive and common than sexual abuse. This article considers the ability of the academy to affect sexual harassment in public administration. It discusses the implications of gender harassment, the least recognized form of sexual harassment, and makes recommendations for overcoming gender barriers in the academy and in practice. Evidence-based guidance for advancing women in the academy may create more equitable and just spaces for teaching and learning. Public administration classrooms and scholarship represent critical opportunities to recognize patterns of organizational practice and systematically redress gender harassment in the workplace.     

Is an Early Start the Best Start?: Evaluating the Effectiveness of a Political Science Summer Bridge Program

Summer bridge programs are supposed to connect a graduating high school senior’s summer to their first semester in college, easing the transition away from home and into a university setting. Although research is plentiful on the programs, assessments regarding the overall effectiveness of such programs have been mixed (e.g., Cabrera, Miner, and Milem 2013 Cabrera, Nolan, Danielle Miner, and Jeffrey Milem. 2013. “Can A Summer Bridge Program Impact First-Year Persistence And Performance?: A Case Study Of The New Start Summer Program.” Research in Higher Education 54(5): 481–498.[Crossref], [Web of Science ®] , [Google Scholar]; Douglas and Attewell 2014 Douglas, Daniel, and Paul Attewell. 2014. “The Bridge and the Troll Underneath: Summer Bridge Programs and Degree Completion.” American Journal of Education 121(1): 87–109.[Crossref], [Web of Science ®] , [Google Scholar]; Grayson 2003 Grayson, J. Paul. 2003. “The Consequences of Early Adjustment to University.” Higher Education 46(4): 411–429.[Crossref], [Web of Science ®] , [Google Scholar]). As Cabrera, Miner, and Milem (2013 Cabrera, Nolan, Danielle Miner, and Jeffrey Milem. 2013. “Can A Summer Bridge Program Impact First-Year Persistence And Performance?: A Case Study Of The New Start Summer Program.” Research in Higher Education 54(5): 481–498.[Crossref], [Web of Science ®] , [Google Scholar]) note, many of the studies collect data from participants in a one-time satisfaction survey and/or do not have an equivalent group of students who did not participate in the program from which to compare effectiveness. Our proposed study mitigates these flaws by employing a nonequivalent-groups quasi-experiment (NEG). Our bridge program—called Early Start (ES)— tapped into social, emotional, and academic engagement, as we sought to integrate the students into the university and school communities while holding high expectations and actively involving them in their own learning (Tinto 2004 Tinto, Vincent. 2004. Student Retention and Graduation-Facing the Truth, Living with the Consequences. Washington, DC: The Pell Institute for the Study of Opportunity in Higher Education. [Google Scholar]). Results suggest that not only were students enrolled in our program better socially and emotionally integrated into the university during their first year but they also scored better on content-based political science questions at the end of the fall semester, compared to their non-Early Start peers. Finally, aggregated data indicate an increase in retention for Early Start participants.