Policy design without democracy? Making democratic sense of transition management

This article explores the complex relationship between democracy and long-term policy design for sustainability. At one extreme, democracy can be framed as problematic for policy planning because of the myopia fostered by some democratic institutions, such as regular elections. Alternatively, democracy can be seen as an ally of long-term policy design to the extent that it can generate public legitimacy and accountability, and potentially foster more equitable and just outcomes. Recent debates on how to ‘manage’ policy transitions to sustainability have been curiously silent on democratic matters, despite their potential implications for democracy. To explore what democracy might mean for transition management this article considers empirically how actors engaged in the Dutch Energy Transition Program make democratic sense of their activities. The analysis finds that in practice transition policies promote implicit narratives or democratic storylines on how reforms should be developed, who should participate in these, and how they should be legitimised and accountable to the public. The dominant narrative, which espouses elite theory and technocracy, privileges epistemic matters over democratic considerations. Other democratic storylines draw on representative democracy and interest group pluralism. The paper considers some possible ways to foster more productive interfaces between the governance structures of transition management, and the polycentric context of contemporary democratic systems.     

Youth Empowerment and High School Gay-Straight Alliances

In the field of positive youth development programs, “empowerment” is used interchangeably with youth activism, leadership, civic participation and self-efficacy. However, few studies have captured what empowerment means to young people in diverse contexts. This article explores how youth define and experience empowerment in youth-led organizations characterized by social justice goals: high school Gay-Straight Alliances (GSAs). Through focus group interviews, fifteen youth leaders of GSAs from different regions of California explain what they think empowerment means and how they became empowered through their involvement with the GSA. Youth describe three inter-related dimensions of empowerment: personal empowerment, relational empowerment, and strategic empowerment through having and using knowledge. When these three dimensions are experienced in combination, GSA leaders have the potential for individual and collective empowerment as agents of social change at school. By understanding these youth’s perspectives on the meanings of empowerment, this article clarifies the conceptual arena for future studies of socially marginalized youth and of positive youth development.     

It Takes a Village: Protecting Rural African American Youth in the Context of Racism

Prior research demonstrates negative consequences of racism, however, little is known about community, parenting, and intrapersonal mechanisms that protect youth. Using a mixed-methods approach, this study illuminated linkages between positive and negative contextual influences on rural African American adolescent outcomes. Quantitative results provide support for Structural Ecosystems Theory, in that the influence of discrimination and collective socialization on adolescent outcomes was mediated by racial socialization and positive parenting. Parenting and community influences contributed to adolescent racial identity and self image, which protected against common negative responses to racism; including academic underachievement, succumbing to peer pressure, and aggressive tendencies. Qualitative results indicate that current measures of discrimination may underestimate adolescents’ experiences. Adolescents reported racist experiences in the domains of school, peers, and with the police (males only). Moreover, qualitative findings echoed and expanded quantitative results with respect to the importance of the protective nature of parents and communities.

The Subversive Stitch: Female craft,culture, and ecriture

By making an embroiderer her central narrative voice and embroidery both the structural and the thematic focus of her most recent novel (Le Passé empiété [The Back Stitch]), Marie Cardinal complements Rozsika Parker's efforts (The Subversive Stitch: Embroidery and the Making of the Feminine) to trace the parallel histories of embroidery and femininity through the novel. For both Parker and Cardinal, embroidery figures the creative tension between conformity and subversion that Cardinal posits as common to all women and that results in Le Passe empiete in a complex reevaluation not only of the female artist herself but of both the traditional and the feminist critical context within which she currently creates. In particular, Cardinal explores the relationship between women's traditional domestic tasks and their artistic production, and she uses the specific qualities of embroidery to rethink common assumptions about literary influence and authority, the writing process, and the mythic tradition.     

Looking Back to the Future: Threats to the Success of Restorative Justice in the United Kingdom

Abstract

Recent years have witnessed an entrenchment of restorative justice principles and practices in the youth and adult criminal justice systems of the United Kingdom. This research presents a comparative analysis of the findings of two empirical studies—one of a police restorative cautioning scheme conducted 15 years ago, and the second a contemporary study of youth offender panels. In this research, we argue that restorative justice practices in the United Kingdom are repeating history, rather than learning from it. Specifically, we argue that if restorative justice programs continue to proliferate with the same shortcomings—most notably, inadequate victim involvement, failure to provide a genuine role for the community, and targeting only relatively low-level crime—the future for restorative justice in the United Kingdom is likely to be bleak.     

Invited Commentary: Broadening the Evidence for Adolescent Sexual and Reproductive Health and Education in the United States

Scientific research has made major contributions to adolescent health by providing insights into factors that influence it and by defining ways to improve it. However, US adolescent sexual and reproductive health policies—particularly sexuality health education policies and programs—have not benefited from the full scope of scientific understanding. From 1998 to 2009, federal funding for sexuality education focused almost exclusively on ineffective and scientifically inaccurate abstinence-only-until-marriage (AOUM) programs. Since 2010, the largest source of federal funding for sexual health education has been the “tier 1” funding of the Office of Adolescent Health’s Teen Pregnancy Prevention Initiative. To be eligible for such funds, public and private entities must choose from a list of 35 programs that have been designated as “evidence-based” interventions (EBIs), determined based on their effectiveness at preventing teen pregnancies, reducing sexually transmitted infections, or reducing rates of sexual risk behaviors (i.e., sexual activity, contraceptive use, or number of partners). Although the transition from primarily AOUM to EBI is important progress, this definition of evidence is narrow and ignores factors known to play key roles in adolescent sexual and reproductive health. Important bodies of evidence are not treated as part of the essential evidence base, including research on lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) youth; gender; and economic inequalities and health. These bodies of evidence underscore the need for sexual health education to approach adolescent sexuality holistically, to be inclusive of all youth, and to address and mitigate the impact of structural inequities. We provide recommendations to improve US sexual health education and to strengthen the translation of science into programs and policy.     

African American Adolescents’ Future Education Orientation: Associations with Self-efficacy,Ethnic Identity,and Perceived Parental Support

The current study, using data from 374 African American students (59.4% female) in grades 7–12 attending a rural, southern county public school, addressed associations of self-efficacy, ethnic identity and parental support with “future education orientation.” Both gender and current level of achievement distinguished adolescents with differing levels of future education orientation. The strongest predictors of future education orientation were self-efficacy, ethnic identity and maternal support. Gender did not moderate these associations. Implications for future research include the need to conduct longitudinal studies and research that integrates quantitative and qualitative methods to elucidate further the nature and importance of future education orientation for African American youth. Also needed are policies and programs that facilitate school bonding and academic performance, as are efforts that focus specifically on enhancing the future education orientation and academic success of African American male adolescents.

How Radical Right-Wing Populism Has Shaped Recent Migration Policy in Austria and Germany

Abstract

At the outset of the 2015 refugee crisis, Germany pursued an accepting asylum policy, potentially to mitigate its declining population. Austria, facing the same demographic challenges, closed itself to refugees. Differences in radical right-wing populism (RRP) in the two countries provide the basis for understanding their asylum policies. After the Second World War, Germany’s collective memory stigmatized far-right parties, while Austria’s did not. The radicalization spiral reproduces these differences today, allowing Austria’s Freedom Party to influence migration policy by pulling voters and mainstream parties to the right, while Germany’s RRP parties were unable to do the same before the crisis.     

Public administration in the cross-hairs of evidence-based policy and authentic engagement: School closures in Ontario

Education policy affects communities across Canada. Changes in demographics, enrolment patterns, and pressures on education budgets have put school closures on the political agenda in many provinces. Implementing these policies is increasingly contested and conflict-ridden. Public administrators are at the cross-hairs of implementing evidence-based policies, based on authentic stakeholder input and engagement. This article examines two cases of school closure policy implementation in Ontario to illustrate the tension between these two important dimensions of public administration and challenges that must be overcome in this and other policy areas where evidence and engagement are increasingly important.