Participatory action research into donor–recipient relations: a case study

This article describes the exploratory and preparatory phase of a research project designed to use co-operative enquiry as a method for transformative and participatory action research into relations between donors and recipients in two developing countries, Bolivia and Bangladesh. It describes the origins of the idea, the conceptual challenges that the authors faced in seeking funding, and what they learned from this first phase. The authors analyse why the researchers, as well as the potential subjects of the research, were uncomfortable with the proposed methodology, including the challenges arising from their own positions and the highly sensitive nature of the topic. They explain why they decided to abandon the project, and they reach some tentative conclusions concerning the options for participatory action learning and research in development practice.     

Citizen support for European Union membership: the role of socialisation experiences

The article explores whether European Union membership has a socialisation effect on citizens’ attitudes towards their country’s membership of the EU. Using a sample of 15 Western European countries, it is shown that this is the case. First, evidence is provided of a positive lifelong socialisation effect: citizen support for their country’s membership of the EU increases with years spent living in an EU member state. Second, it is shown that those who joined the EU during their formative years are less supportive of the EU, whilst those who spent their formative years in a non-democracy are more positive about EU membership. The size of these effects is very small in comparison to that found for the lifelong socialisation effect, suggesting that the lifelong socialisation process of continued EU membership is much more important for EU attitudes. This study offers new insights into the formation of EU attitudes.     

Sybil Campbell,first woman judge and supporter of higher education for women

ABSTRACT

Sybil Campbell was appointed a Metropolitan stipendiary magistrate in 1945, the first woman to become a full-time judge in the courts of England and Wales. She sat for 16 years, at Tower Bridge Magistrates’ Court, where she met with a great deal of opprobrium from the national and local press, trade unionists and individuals, much of it directed to the fact that she was a woman dispensing justice, with some severity, in a working-class community. She weathered the criticism with indifference and continued until her retirement, in 1961. Her pioneering example, however, did not encourage the appointment of other women to a judicial role until the appointment of Elizabeth Lane as a county court judge in 1962. This article examines her judicial career and her work for the British Federation of University Women, of which she was Honorary Secretary and its honorary vice-president.     

Sell-out or challenge? The contradiction of a masters in women's studies

This is an account of planning a part-time Masters degree in Women's Studies at a British Polytechnic. We explain how we obtained approval from the necessary authorities for the course, and discuss the conflict between—on the one hand—the need to conform to these institutional procedures in order to get the course established, and—on the other hand—the desire to keep faith with the political origins of Women's Studies in the Women's Movement. We discuss a number of major issues which have confronted the members of the committee responsible for planning this course including the struggle to demonstrate within the college the academic legitimacy of WS; decisions about what kind of course to offer students—a multidisciplinary or interdisciplinary curriculum, with or without optional elements—and how to defend these proposals during the lengthy process of seeking formal approval; the institutional politics of launching the course; and anticipated problems associated with the eventual teaching of the course.     

Comparing Public and Private Managers' Leadership Styles: Understanding the Role of Job Context

ABSTRACT

Comparing public and private managers is a major subject in the public management literature, but there have been only a few empirical studies of the differences in their respective leadership styles. Traditionally, leadership style is explained by the characteristics of the manager, the employees, and their job. This study explains leadership by the manager's job context: the degree of job complexity, role clarity, and job autonomy. We argue that differences in job context explain the use of different leadership styles in the public and private sector. To clearly specify the importance of sector, the study investigates direct, mediating, and moderating effects. Based on a survey of Danish public and private managers with 949 respondents, this article shows that job context variables vary significantly between public and private sector managers. The article provides some explanations for why public managers use more participative leadership, while private ones use more directive leadership.     

Memory Frictions: Localizing the Truth and Reconciliation Commission in Sierra Leone

This paper concerns the frictions of engagement when transitionaljustice mechanisms are implemented in local contexts. My focusis the practice of truth-telling as part of a global paradigmof redemptive memory. I first trace the genealogy of this paradigm,examining how it came to appear ‘natural’ and ‘universal.’Second, I explore struggles over memory that ensued when SierraLeone's Truth and Reconciliation Commission (TRC) assertivelypromoted this paradigm in a region in which alternative memorytechniques reflected popular priorities in an unstable contextof ‘no peace, no war.’ These struggles were rootednot only in the contested content of memories, but also in aperceived incommensurability between contrasting memory projectsbelieved to have divergent implications for processes of reconstruction.Finally, I examine the significance of reparations both forlocal practices of post-war memory and for the local effectivenessof the TRC.     

Before there Is a Table: Small Wins to Build a Movement against Sexual and Relationship Violence in a University Context

Addressing sexual and relationship violence (SRV) on campuses requires coordinated engagement from all members of the campus-community; however, many campuses do not yet have the infrastructure or institutional commitment to build an all-campus action plan. In such cases, campuses lack the metaphorical table around which collaboration happens. This paper presents tensions and lessons learned so far from a faculty-staff-student partnership to build a movement toward university-wide collaborative practice. Through iterative, collaborative reflection on our context, practice, and intermediate outcomes, we identified recommendations for improving praxis in campus-based, intersectional anti-SRV organizing. Our analysis explores how our individual positionalities both open up and limit our potential to move this work forward. We share our guiding values and frameworks, including intersectional feminist attention to power and oppression; centering survivors and students; strategic collaboration within systems; and integrating self-care and other supportive practices for building a sustainable movement. Our emergent strategy, illustrated through ten lessons/tensions and four case examples, focuses on finding close collaborators with shared SRV analysis; making the best use of resources and spaces we control; identifying meaningful “small wins;” and pursuing opportunities to connect to others through positive collaborations. Efforts to intentionally raise awareness and grow strategic institutional connections build momentum toward institutionally-supported campus-wide evaluation and reimagining of prevention and survivor-support efforts. While feminist collaborative social change is challenging, we celebrate and learn from our “two steps forward” to sustain us through the inevitable steps back. We write to stir a conversation where we help each other interpret and learn across our varied contexts.