Encouraging Writing on the White Walls: Co‐production in Museums and the Influence of Professional Bodies

Museums, along with other public sector organisations, have been urged to co‐produce. Co‐production may offer increased resourcing and greater effectiveness, and enhances public value through stronger relationships between government and citizens. However, co‐production, particularly that which involves collaboration with communities, is largely resisted by public sector organisations such as museums. This research examines the extent to which museums co‐produce and the role played by professional bodies in driving or inhibiting co‐production. It finds that the study of co‐production in museums reveals the influence of ‘institutional inertia’ and the limits to which professional bodies are able to ‘diffuse’ co‐production and change established professional practice.     

Learning and teaching to care for young people

“What is youth work, and what are the best ways to teach someone to be a high quality youth worker?” This is a thorny and contested question that many scholars (Emslie, 2013 Emslie, M. (2013). Toward a youth work profession. Child and Youth Services, 34, 125–138.[Taylor &; Francis Online] , [Google Scholar]; Fusco &; Baizerman, 2013 Fusco, D. &; Baizerman, M. (2013). Professionalization deconstructed: Implications for the field of youth work--guest editors' comments. Child and Youth Services, 34, 85–88.[Taylor &; Francis Online] , [Google Scholar]; Magnuson &; Baldwin, 2014 Magnuson, D. &; Baldwin, C. (2014). In defense of professionalism: A response to Fusco and Baizerman. Child and Youth Services, 35, 4–15.[Taylor &; Francis Online] , [Google Scholar]; Starr, Yohalem &; Gannett, 2009; Walker &; Larsen, 2012 Walker, K. &; Larsen, R. (2012). Youth worker reasoning about dilemmas encountered in practice: expert-novice differences. Journal of Youth Development, 7(1), 5–23. [Google Scholar]) and directors of higher education programs in youth work (VanderVen, 2015 VanderVen, K. (2015, March 24-25). Advancing child and youth work through professional preparation: Proceedings of the summit on higher education in child and youth work at the University of Pittsburgh. Milwaukee, WI: The Association for Child &; Youth Care Practice. Retrieved from: http://www.acycp.org/advancing-child-and-youth-work-through-professional-preparation [Google Scholar]) have been asking as youth work has emerged as a field of higher education study in the U.S. and other countries. Although there are many positions within the professionalization debate, most agree about the importance of better defining a knowledge base that describes youth work (Emslie, 2013 Emslie, M. (2013). Toward a youth work profession. Child and Youth Services, 34, 125–138.[Taylor &; Francis Online] , [Google Scholar]). This base includes defining both content knowledge and context-dependent practices. For instance, Walker &; Gran (2010 Walker, K. &; Gran, C. (2010). Beyond core competencies: Practitioner expertise as a critical component of quality. St. Paul, MN: University of Minnesota Extension Center for Youth Development. [Google Scholar]) distinguish between competencies, which are discrete skills and content knowledge, and competence, which is the practice of knowing how to apply multiple skills and knowledge in particular situations and contexts. She writes that competence, “... is the knack for doing youth work skillfully, gracefully; for doing the right thing at the right time...While most of us know it when we see it, as a field we don't have a very reliable way of identifying it, let alone intentionally producing it” (p. 3). In this article, I name and describe one youth work practice, caring for, towards developing reliable ways that youth work professionals can engage and develop competence in learning and teaching to care for young people.     

Motives Driving the Creation of Professional and Business Associations: Evidence from Russia

ABSTRACT

Our knowledge of associations is scarce, requiring a multidisciplinary approach that has been rarely used to investigate this multifaceted phenomenon that cuts across the confines of a single discipline. This study investigates the motives that drive the founding of associations in the Russian context, analyzing original data and applying a mixed-methods research design. An empirical typology of motives is developed to obtain a more accurate range of time- and value-driven motives beyond what is currently understood. The findings shed light on the complexity and multidimensionality of the motivational factors driving the establishment of associations in a transitional context.     

New Unionism? Teacher Unions,Social Partnership and School Governance in England and Wales

Abstract

In the post-war period teacher unions in England and Wales have experienced considerable turbulence regarding their participation in the structures of system governance. Participation in governance had traditionally been conducted through the processes of collective bargaining until the abolition of national negotiating rights in 1987. After an extended period of exclusion from governance networks this situation was reversed in 2003 following the establishment of a ‘social partnership’ between employers and education unions. This article draws on data from the Economic and Social Research Council funded project ‘Workforce remodelling, teacher trade unions and school-based industrial relations’ to assess the significance of the social partnership for system governance. It combines empirical data from England and Wales with research frameworks drawing on teacher union research in the USA to contrast social partnership with collective bargaining and to assess whether social partnership working represented a genuinely new approach to governance and, in turn, a form of ‘new unionism’.     

Immigrant Social Workers and Transnational Practices: The Example of Latin Americans in Switzerland

This article explores how Latin American social workers living in Switzerland develop transnational practices in their professional and civic life. It focuses more particularly on the forms of support that these migrants provide to their societies of origin or to their immigrant compatriots through the activities they carry out either through their job, through their extra-professional commitments, or by combining these two dimensions of their existence. From interviews with 17 Latin American social workers, a typology of four forms of transnational commitment is suggested: local social work and transnational civic activity, professional transnationalism, transnational alternative professional exchanges, and “glocal” social work.     

Center Stage: Humiliation,Being Found Out,and the Myth of Supercompetence

Youth workers operate within a professional climate in which competence is perceived to be linked to a worker's ability to respond quickly and effectively to whatever situations clients may present. Many youth workers perceive their own inability to respond in moments of stuckness as indicative of their own failing and lack of professional skill. They often view their colleagues as more equipped and competent than themselves and fear having their own struggles exposed. This chapter describes the third of five themes associated with youth workers' experiences of not-knowing what to do: humiliation and the fear of being found out. In addition to presenting the dominant theme, this chapter discusses the two variations on the theme, as described by youth worker participants: (a) The worst public humiliation and (b) They'll know I'm a fraud. Implicit in both variations is the weight of youth workers' attempts to measure up to the field's myth of supercompetence in their practice.     

Training the “Wizards”: A Model for Building Self Efficacy and Peer Networks Among Urban Youth Workers

This article presents a community's efforts to address the professional development needs of frontline youth workers. A coalition designed a 13-week Youth Worker Training Institute to increase youth workers' knowledge, skills, self-efficacy, and professional networks. After the Institute, participants reported feeling more skillful, connected to other youth workers, confident, professional, reflective, and being more powerful change agents. Based on results from this formative evaluation, we suggest that it was multiple teaching and learning strategies that promoted reflection, peer learning, and networking—that contributed to youth workers gaining knowledge and skills that in turn increased their confidence and sense of self-efficacy.     

行政主体理论之我见

我国的行政主体概念于80年代末产生后沿用至今,但随着社会的变迁与公共行政的进一步发展,其外延与内涵均受到了挑战,其在行政诉讼中被告资格的确认问题、实体行政权和行政责任的归属问题等方面均存在着难以解决的缺陷,本文结合行政体制改革,对完善我国行政主体理论提出若干建议。     

对我国森林公安民警实战技能训练的思考

警务实战技能训练是森林公安民警教育训练的重要组成部分,是培养和提高森林公安队伍战斗力的重要手段,为此必须针对目前森林公安民警实战技能训练中存在的问题,加强对实战技能训练的目标定位、训练理念、训练内容以及考核方式等方面的研究,有效地改进和规范实战技能训练活动,使之在森林公安队伍建设中发挥出特殊的作用。