Raising citizens in ‘mixed’ family setting: mothering techniques of Filipino and Thai migrants in Belgium

As states increasingly regulate ‘mixed’ family formation, self-positioning has become central to the lives of migrant spouses, including women. To understand this process, the present article investigates the mothering techniques of Filipino and Thai migrant women in Belgium, that is, the decisions, actions and ways of being they consciously enact in response to state policies ‘here’ and/or 'there' to secure the mother–child bond in space and time. Interviews and observations reveal these women’s main techniques: obtaining Belgian nationality for themselves, prioritising a single nationality (Belgian) for their children and staying at home (in the case of Filipino migrant women) or working (in the case of Thai women). This self-positioning sets these women’s own path and prepare their children’s route towards full, active membership in the nation. Mothering appears therefore as a fertile site of citizenship, which from afar echoes the public–private divide but in close-up reveals the porosity of such dichotomy.     

Encounters With Irregular Migrants in Social Work—“Collateral Damage” and Reframing of Recognizability in Swedish Public Social Services

The aim is to explore experiences and considerations of social workers regarding irregular migrants, understood as being prone to be “collateral damage.” It is revealed that some social workers approve assistance exceeding that which can find support in the national legislation. They are hereby addressing the normative conditions for recognition and installing new frames for apprehending irregular migrants. This process is referred to as a reframing of recognizability. By exceeding the limits of “belonging,” social workers question their profession's national link as well as the inability of a nationally anchored understanding of social work to deal with irregular migrants.     

Sense of Belonging Among High School Students Representing 4 Ethnic Groups

The authors investigated the dimensions and mechanisms of belonging relevant to motivation and achievement among high school students representing 4 ethnic groups. Using survey data from 9th to 12th grade students (N = 5,494) attending 7 ethnically-diverse high schools, structural equation modeling was employed to explore, independently for each ethnic group, the relationships between students’ perceptions of their belonging (encompassing relationships with teachers and peers, extracurricular involvement, and perceived ethnic-based discrimination), motivation (efficacy beliefs and valuing school activities), and academic success. All 4 measures of belonging were significant for European-American and Latino students. However, friendship nominations were not significant for all groups, suggesting potential variability in perspectives across ethnic groups. The strength of the structural model postulating belonging as a mediator, including statistically significant indirect paths, supported the hypothesis that the belonging construct accounted for much of the relationship between student motivation and success across groups.Beverly Faircloth is a doctoral candidate of the University of North Carolina at Chapel Hill. Her research interests include the developmental and motivational processes that support adolescent school engagement in ethnically diverse settings.Jill Hamm is an Assistant Professor at the University of North Carolina at Chapel Hill. She received her Ph.D. from the University of Wisconsin-Madison in 1996. Her research interests are adolescents’ peer relations in ethnically diverse schools and classrooms.     

对挪用公款罪中"归个人使用"的质疑

我国法学界对挪用公款罪中"归个人使用"的争论由来已久.2002年4月全国人大常委会作出的立法解释虽然较为科学地界定了"公款使用者"的范围,增强了司法实践可操作性,但仍有不足之处,也产生了一些新的问题.无论从司法实践还是立法发展来看,"归个人使用"都不应成为挪用公款的必备要件.按照普遍定罪列举不构罪的特殊技术,尽快对挪用公款罪修订完善,以确保及时有效地打击该类犯罪.     

大学生日常管理中学校归属感的培育——基于福建五所本科高校的调研

高校是大学生生活的基本空间,学生对学校的归属感直接影响学生人生观和价值观的形成,同时也影响着学生对国家和社会归属感的建立,提升大学生的学校归属感具有重要的现实意义。要提升大学生学校归属感,就需要高校明晰思想政治教育层次,转变思想政治教育模式;推进大学生朋辈辅导计划,构建和谐校园人际关系;改善学校的软硬件,注重校园文化建设;丰富第二课堂活动,带动学生社团发展,切实在大学生学校归属感培育上取得实效。     

我国城市土地国有制的演进与由来

城市土地国有制是我国现行宪法明确规定的基本土地制度，是我国整个土地制度的关键和症结所在。在建国之后直至现行宪法颁布之前，尽管经历了多次土地国有化的运动，但至少在宪法和法律上都未否认非国有土地的存在。现行完法中城市土地国有制的规定在制定时就存在着值得商榷之处，并在之后又引发了一系列棘手的问题，尤其在当前的情势下，必须正视并力图解决上述问题。     

关于相对集中行政处罚权有关问题的思考

行政处罚法第16条确立了相对集中行政处罚权制度,该项制度成为目前行政执法体制改革的重要手段之一。通过对相对集中行政处罚权制度在实施过程中产生的诸如执法范围不明、权力归属不明、职责脱节等问题的阐述,从专门立法、权力归属、执法体制、政府机构改革等方面提出了完善该项制度的一些设想。     

‘The sleep has been rubbed from their eyes’: social citizenship and the reproduction of local hierarchies in rural Hungary and Romania

In this paper, we make three interrelated points. First, while much of the recent literature on new forms of citizenship has focused on the diversity of large cities and new forms of migration, we seek to establish rural sites as important arenas for negotiating citizenship. We stress that far from being homogeneous, villages in their struggles over belonging are affected by long-standing diversity as well as global discourses. Second, we seek to complicate the interpretation of the demise of socialism as a radical break manifested in a diminished role of the state. We show that if the central state retreats, local state actors may gain in importance for local negotiations of citizenship. Third, we explore how the local state actors sometimes use their new powers over social rights to recreate boundaries of belonging through public performances tied to the administration of these rights. We go on to explore the normative basis for these performances and indicate that membership is still based on a contribution of work to the common good. This can best be conceptualised as a shifting continuity rather than a sharp break after 1989.     

Student–Teacher Relationships Matter for School Inclusion: School Belonging,Disability, and School Transitions

For students with disabilities, the process of school inclusion often begins with a move from segregated settings into general education classrooms. School transitions can be stressful as students adjust to a new environment. This study examines the adjustment of 133 students with and without disabilities who moved from a school that served primarily students with disabilities into 23 public schools in a large urban school district in the Midwest. These students and 111 of their teachers and other school staff rated the degree that students felt they belonged in their new schools and the quality of their social interactions. Results show that students who experienced more positive and fewer negative social interactions with school staff had higher school belonging. Teachers accurately noted whether students felt they belonged in their new settings, but were not consistently able to identify student perceptions of negative social interactions with staff. Implications for inclusion and improving our educational system are explored.     

Gendered Pathways to Bullying Perpetration via Social Achievement Goals – Mediating Effects of Sense of Belonging and Non-inclusive Group Norms

ABSTRACT

This study investigated the gender-specific effects of social achievement goals – i.e., social development goals, social demonstration approach goals, and social demonstration avoid goals – on bullying perpetration in a sample of 788 adolescents (53.3% girls), taking into account the mediating role of sense of belonging and non-inclusive group norms. Two-group structural equation modeling results indicated that social demonstration approach goals positively predicted bullying perpetration for both genders. For girls, higher social development goals and for boys, higher social avoidance goals decreased bullying perpetration. Gender-specific effects of belonging and non-inclusive group norms on bullying perpetration occurred. For boys, non-inclusive group norms mediated the relation between all social achievement goals and bullying perpetration. Implications for future research and (gender-sensitive) bullying interventions are discussed.