Recognising Desire: A psychosocial approach to understanding education policy implementation and effect

It is argued that in order to understand the ways in which teachers experience their work - including the idiosyncratic ways in which they respond to and implement mandated education policy - it is necessary to take account both of sociological and of psychological issues. The paper draws on original research with practising and beginning teachers, and on theories of social and psychic induction, to illustrate the potential benefits of this bipartisan approach for both teachers and researchers. Recognising the significance of (but somewhat arbitrary distinction between) structure and agency in teachers’ practical and ideological positionings, it is suggested that teachers’ responses to local and central policy changes are governed by a mix of pragmatism, social determinism and often hidden desires. It is the often underacknowledged strength of desire that may tip teachers into accepting and implementing policies with which they are not ideologically comfortable

(Against a) Theory of Audience Engagement with News

Audience engagement has become a key concept in contemporary discussions on how news companies relate to the public and create sustainable business models. These discussions are irrevocably tied to practices of monitoring, harvesting and analyzing audience behaviours with metrics, which is increasingly becoming the new currency of the media economy. This article argues this growing tendency to equate engagement to behavioural analytics, and study it primarily through quantifiable data, is limiting. In response, we develop a heuristic theory of audience engagement with news comprising four dimensions—the technical-behavioural, emotional, normative and spatiotemporal—and explicate these in terms of different relations of engagement between human-to-self, human-to-human, human-to-content, human-to-machine, and machine-to-machine. Paradoxically, this model comprises a specific theory of audience engagement while simultaneously making visible that constructing a theory of audience engagement is an impossible task. The article concludes by articulating methodological premises, which future empirical research on audience engagement should consider

Literary ethnography of evidence-based healthcare : accessing the emotions of rational-technical discourse

In this article I revisit the idea of literary ethnography (proposed by Van de Poel-Knottnerus and Knottnerus, 1994) as a method for investigating social phenomena constituted principally through literature. I report the use of this method to investigate the topic of evidence-based healthcare, EBHC. EBHC is a field of discourse much built upon a dichotomy between rationality and emotionality. In this context literary ethnography, a particular type of discourse analysis, is valuable for allowing researchers to bring the emotional currents of technical-rational discourse into conscious awareness. In such discourses, emotions are not written out by name. The researcher must discern emotional phenomena by experiencing the discourse, and (try to) bring them into intelligible expression. As I clarify this process I develop Van de Poel-Knottnerus and Knottnerus’ method theoretically, look to destabilise the rationalityemotionality dichotomy foundational to discourse around EBHC, and so transgress its conventional lines of thought.PostprintPeer reviewe

Prison officer self-legitimacy and support for rehabilitation in Ghana

Legitimacy refers to the moral recognition of power, and prison legitimacy remains a principal issue for prison researchers and managers. However, the prison legitimacy literature tends to focus on the views held by individuals in custody. Research on prison officer Self-Legitimacy – that is, the powerholders’ belief that the authority vested in them is morally right – remains scanty. Drawing on data from a survey of 1,062 prison officers in Ghana, this study examined both the correlates of prison officer Self-Legitimacy and the links between Self-Legitimacy and Support for Rehabilitation of individuals in custody. The results of multivariate analyses showed that having good Relations with Colleagues and being treated fairly by supervisors enhance prison officers’ Self-Legitimacy. In turn, Self-Legitimacy was found to increase officers’ Support for Rehabilitation. Finally, perceived Fair Treatment by Supervisors and positive Relations with Individuals in Custody were associated with increased Support for Rehabilitation. The implications of these findings are discussed

The Productivity of Care: Contextualizing Care in Situated Interaction and Shedding Light on its Latent Purposes

This is an Accepted Manuscript of an article published by Taylor & Francis in Ethics and Social Welfare on 27th May 2011, available online: http://wwww.tandfonline.com/10.1080/17496535.2011.571063Care work may be connected with emotional and psychological exhaustion but also gratification, reward, and self-empowerment. Caregivers experience both positive and negative emotional states in caring situations, and further studies on the rewarding and energizing aspects of care may help us to broaden our understanding of how we can reduce the degree of burden while increasing the sense of satisfaction. This article shows how the focus on emotion is a necessary step to show the ambivalences and the grey areas connected with the concept of care as well as to challenge the not fully explored assumption that care is often associated with burden and stress and viewed as a result of circumstances. It reports the findings of a micro-situated study of daily care activities among 80 caregivers. Care is seen as a strategic site to grasp deeper insights into the interactional mechanisms through which the emotional dynamics revolving around care produce unanticipated outcomes in terms of symbolic and practical productivity

Framing research on school principals' identities

This paper provides a basis for a tentative framework for guiding future research into principals’ identity construction and development. It is situated in the context of persisting emphases placed by government policies on the need for technocratic competencies in principals as a means of demonstrating success defined largely as compliance with demands for the improvement in student test scores. Often this emphasis is at the expense of forwarding a broader view of the need, alongside these, for clear educational values, beliefs and practices that are associated with these. The framework is informed by the theoretical work of Wenger and Bourdieu as well as recent empirical research on the part played by professional identity and emotions in school leadership. In the paper, we highlight different lines of inquiry and the issues they raise for researchers. We argue that the constructions of school leadership identities are located in time, space and place, and emotions reflect complex leadership identities situated within social hierarchies which are part of wider structures and social relations of power and control

Framing Social Justice: The Ties That Bind a Multinational Occupational Community

The notion of a frame is central to the conceptualisation of social justice and the grounding of social justice claims. Influential theories of social justice are typically grounded in national or cosmopolitan framings. Those entitled to raise claims of injustice are identified as citizens of states or the globe, respectively. The re-visioning of understandings of space and belonging, incumbent in the processes of globalisation, problematises static geographical framings. We offer an alternative lens and argue for the inclusion of sociological data in accounts of social justice to identify the relevant framing of the community of entitlement. Drawing on secondary analysis of a qualitative dataset, we explore the case of multinational seafarers caught at the intersection of competing appeals to nationality and commonality as an exemplar of transnational workers. And, argue that there are compelling grounds to treat this group of multinational seafarers as a community of entitlement

Relational happiness through recognition and redistribution:Emotion and inequality

This article develops a model of relational happiness that challenges popular individualized definitions and emphasizes how it can enhance the sociological analysis of inequality. Many studies of happiness suggest that social inequalities are closely associated with distributions of happiness at the national level, but happiness research continues to favour individual-level analyses. Limited attention has been given to the intersubjective aspects of happiness and the correlations between it and higher social equality. Conversely, key theoretical debates about inequalities, such as Axel Honneth and Nancy Fraser\u27s exchanges, have only indirectly touched on happiness. A relational approach to happiness is not new, but what this article offers is a new combination of a relational understanding of happiness as an intersubjectively, culturally experienced complex of emotions with discussions about recognition of marginalized groups and redistribution of material resources. This combined approach can further debates about understanding and remedying social inequalities. It argues that theories and measurements of happiness must consider how it can be achieved collectively through working at mutual respect as well as greater material equality