Implementing national food policies to promote local family agriculture: Belo Horizonte's story

Policies in Brazil promoting family agriculture such as the Food Acquisition Programme (PAA) and the 30% minimum procurement law for the National School Meals Programme have had varying success across the country. To understand why these policies work effectively only in some areas, the implementation processes must be clarified. This exploratory, ethnographic study identifies the causal mechanisms involved in implementing PAA and the 30% law in the city of Belo Horizonte. The findings reveal that although beneficial, large supply volumes and transportation costs are challenges faced by farmers in the implementation process.     

Teaching restorative justice: developing a restorative andragogy for face-to-face,online and hybrid course modalities

Teaching restorative justice in an academic setting is different from teaching almost any other academic course. Courses taught in the context of academic criminal justice programs tend to reinforce the structural inequalities in society, replicated and reinforced by instructor driven classroom experiences. In contrast, effective teaching of restorative justice should emulate the values of principles of restorative justice in the organization and management of the course. Teachers of restorative justice must ‘walk the talk’ and apply restorative principles and values to the design and delivery of the course itself. A conceptual framework for ‘restorative andragogy’ is developed that blends principles and values of adult learning with those of restorative justice. Four principles of this approach are identified and applied across three instructional modalities – face-to-face, online only, and hybrid courses. This approach provides a theoretically grounded model for effective teaching of restorative justice courses.     

Early prevention of life-course personal and property violence: a 19-year follow-up of the Montreal Longitudinal-Experimental Study (MLES)

Objectives

This study assessed the impact of a multi-component prevention program on personal and property violence across three developmental periods (early adolescence, mid-adolescence and late adolescence/early adulthood).

Methods

The preventive intervention targeted disruptive kindergarten boys from low socioeconomic status families when they were 7 through 9 years of age. A randomized control trial was conducted to assess the impact of the preventive intervention relative to a control group.

Results

Two different approaches to data analysis were adopted: an intention-to-treat (ITT) approach and an instrumental variable (IV) approach. Results from the ITT analysis showed that the level of property violence for the intervention group was persistently lower across the three developmental periods compared to the control group. However, the intervention group did not differ from the control group on personal violence throughout adolescence and early adulthood. Results from the IV analysis generally confirmed these findings.

Conclusions

The discussion focuses on the differential effects of the prevention program on personal versus property violence.     

European Union Training Missions: security sector reform or counter-insurgency by proxy?

With European Union Training Missions (EUTM) Mali and EUTM Somalia, the EU seeks to stabilize countries facing state weakness caused by intrastate conflict. While the EU formally promotes security sector reform (SSR) through its foreign policy, the EUTM missions in Mali and Somalia in one sense can be described as “counter-insurgency by proxy” as military trainees combat local insurgencies shortly upon graduation. This raises the question whether the EUTM missions are consistent with SSR aims, such as creating a security sector that is legitimate, sustainable, and under civilian control, or inadvertently risk contributing to negative side effects in the medium term. Based on extensive interviews in Belgium, Kenya, Mali, Sweden, and Uganda with personnel who either served in or planned these missions, this study analyses factors which hinder the EUTM concept from being fully consistent with SSR and identifies possible policies to ameliorate the risk of unintended side effects.     

Revisiting the Effects of Case Reports in the News

Synthesizing several theories about the likely impact of case reports in the news, we propose that the impact of featuring identified victims in a news story is contingent on the degree of similarity between the audience member and the identified victims. We execute a population-based survey experiment involving immigration policy to examine our theory. Our results suggest that featuring specific, identified victims in a news story will promote more supportive policy opinions than otherwise identical stories about unidentified victims, but only when the victim is highly similar to the audience member. Conversely, case reports featuring identified people who are dissimilar to the audience member will decrease the extent to which the story encourages victim-supportive policy attitudes. Overall, our experimental findings shed light on the conditions under which the inclusion of case reports increases versus decreases the policy relevance of news stories. Our findings also help explain previous inconsistencies in findings about the impact of case reports. Additional analyses allow us to speculate as to the reasons for the differential direction of effects.     

Care to Compare

This article explores constructions of marginality in practices and processes in schools. The main focus is on games played in and around the margins by school students, and on the feelings of pleasure and anxiety generated in this process. The data are drawn from a collective ethnographic project Citizenship, Difference and Marginality in Schools: With Special Reference to Gender, exploring ways in which students are differentiated in terms of gender and other dimensions of inequality. Margins construct both inclusion and exclusion. Processes of marginalisation take place in the official school (teaching and learning), in the informal school (social interaction) and in the physical school (spatiality and embodiment). Emotions located in the margins are explored through these analytically differentiated but intertwined layers. Marginality is a social positioning, a spatial location and a subjective experience.