“You Don’t Have to Ride Jim Crow”: the Freedom Riders of 1961 and the Dilemma of Mobility

This article offers an exploration of what it meant to move under “cramped conditions” for African Americans and their compatriots during an era of often violent racial discrimination and segregation in the 1950s and 1960s in the USA. As the example of the Freedom Rides shows, these conditions included both moments of closure and entrapment determined by the rule of law as well as acts of resistance resulting from a century-long legacy of resistances. Particularly, I try to understand the complex “constellations of mobility” as a fragile entanglement of the politics of movement, representations of movement, and the embodied practices of movement. This paper proposes an approach to mobility that takes both historical forms of mobilities and immobilities seriously. On the one hand, my analysis relates to regulatory power and technologies used by state and non-state actors in order to retain white privilege over issues of mobility during the period preceding and accompanying the Freedom Rides. On the other hand, I argue along the lines of “mobility as resistance” by showing the strategies used to transgress written and unwritten laws and normative standards of the Jim Crow era.     

Constantinople Woman's College: constructing gendered,religious, and political identities in an American institution in the Late Ottoman Empire

This article examines the ways in which the identity of a nineteenth-century American missionary college in Istanbul was constructed by key players in its development. Through analysis of published reports designed to create public perceptions about the institution, the article unearths deep divisions about the purpose of Constantinople College and tracks its changing identity following the political vicissitudes of the era. The article argues that college trustee Caroline Borden, president Mary Mills Patrick, and alumna Halidé Edib had their own motives for shaping and promoting an American Ottoman institution grounded in Protestant culture, American values, Ottoman cosmopolitanism, and a feminist international spirit.     

The gendered geography of the english co-operative movement at the turn of the nineteenth century

Abstract

This article examines the gender politics of the English Cooperative Movement between 1880 and 1920 from the perspective of geographic space. It shows which sections of the country were most likely to exclude women from participating in the government of co-operative enterprises and offers explanations for their exclusion. Using numerical data compiled by the Women's Co-operative Guild to illustrate its points, the article finds that male co-operators in the north-west were more likely than those in the south to deny women access to management committees and national offices. It argues that men in the north-west countered women's demands for public roles with an increased insistence on domesticity for wives, and it attributes the more generous attitudes of male co-operators in the south to their need to attract women to their struggling stores as shoppers. In the north-west, Co-operation was prosperous and well established; men there had no need to curry the favor of working-class housewives to guarantee the success of their establishments     

Identity orientation and stakeholder engagement—the corporatisation of elite schools

Identity orientation provides a means to understand the social motivations of organisational relationships and organisational policy and practices. This study uses identity orientation to understand the highly marketised context of independent ‘elite’ schools in Australia and how they relate to stakeholders to straddle their roles as social institutions that are increasingly required to operate in a corporate manner. Interviews with managers in quite new school roles such as marketing communication and business management were conducted in non‐government schools to understand the schools' external orientations, coveted internal member traits, and frames of reference. The study shows that, in contrast to existing literature on the rhetoric of schools as focusing on ‘the child’, there was a strong emphasis on individualistic orientations in schools that saw stakeholders in instrumental terms of resources and connections, saw teachers as providing an innovative and leading edge, and used other prestigious schools as their frame of reference. To a lesser extent, schools would also be interested in the relationships with families, teachers, and the community for their own means. There were very few instances where the identity orientation was contributing to society, instead, focusing on university and network outcomes for pupils. Using identity orientation provides a theoretical lens to connect organisational governance to stakeholder engagement by providing insights into an organisation's identity including practices and behaviours, in relation to others. Copyright © 2014 John Wiley & Sons, Ltd.