Volume 30, Number 1 - December 1951

Volume 30, Number 1 - December 1951. 56 pages including covers and advertisements. Editorial McGowan, Joseph, The Cheat Gough, Chester, About the Weather Manning, John C., Play Construction Gluckman, M. Howard, All Alone Trofi, Vincent C., The Return of Victor Thurber Gluckman, M. Howard, The Commuters Boudreau, Bernard, What For? Griffin, Henry, Folio Griffin, Henry, Ripe Limes Hung Crinkled Griffin, Henry, A Song of Sadness Griffin, Henry, An Impressio

Volume 29, Number 1 - November 1950

Volume 29, Number 1 - November 1950. 59 pages including covers and advertisements. Editorial Joyce, Patrick J., The Black and Tans Arthur, Patrick, Above and to the Right Gluckman, M. Howard, Downtown D\u27Ambrosio, Raymond, Juana\u27s Miracle Audette, Richard A., The Battlefield of Loss Gluckman, M. Howard, Uptown Dennis, Warren, The Abandoned Invisible World Fletcher, Paul F., The Bellbuoys Off Nantucket Hartung, Richard R., Acting Captain Fletcher, Paul F., Ocean Grove, Mass. Fletcher, Paul F., Paean Fletcher, Paul F., Milleniu

The Comprehensive Plan for Live Oak, Florida

Live Oak, Florida The comprehensive plan for Live Oak, Florida. Prepared for Live Oak City Council...by The Office of Mark Gluckman. [Live Oak, Fla. : The Office], 1977

Now, then, and again: between anniversary and HERitage

Text commissioned by curators Day + Gluckman for the exhibition ‘Liberties’, Collyer Bristow Gallery, 2 July – 21 October 2015

Challenging heroic masculinity: leadership myths of nineteenth century King Shaka Zulu

The Zulu of southern African have long been held as a particularly strong example of African patriarchy. Over almost two hundred years, king Shaka Zulu (b. 1787, d. 1828), has been credited with founding the great Zulu state, and he has often been described as a brilliant leader, warrior and military strategist conquering all in his path − the ‘black Napoleon’. Popular history books abound with ‘facts’ of Shaka’s life. Two books have been published in recent years that translate so called leadership secrets of king Shaka to modern leadership and management practice. Leadership lessons from Emperor Shaka Zulu the Great by Phinda Madi (2000), and Lessons on Leadership by Terror: Finding Shaka Zulu in the Attic by Manfred Kets de Vries (2004). On the basis of lessons learned from Shaka, or aspects of his psychology, Madi manages to produce 10 leadership lessons including ‘leading the charge’, while Kets de Vries provides 15 lessons. Not only is much of what is written about Shaka based on myth, but also totally ignores the leadership role of chiefly women. It is curious that these myths of Shaka still hold so strongly despite research findings to the contrary. Leadership by women was an intrinsic part of several pre-colonial systems in southern Africa, and Shaka did not rule alone. This is all very far removed from any lessons on modern management and leadership to be learned from king Shaka. Many of the points in this paper in relation to women have raised in previously published work (Weir 2006), but it is worth repeating in an effort to go some way towards limiting the impact and reproduction of Shaka myths in the modern leadership studies, and because the role of women has been left out. There’s enough evidence to show that the long enduring picture of Shaka Zulu presented by Kets de Vries, and many before him, is questionable

"Not right in the head": How should teachers assess new talk about teenagers?

Recently in New Zealand the Prime Minister's Chief Science Advisor has warned of changing circumstances creating a "powder keg" during adolescence, another top government advisor is reported as claiming young people's behaviour problems are the country's "biggest social issue", and the catchphrase of a parenting series on national television has been that teenagers are best understood as "not right in the head". Perhaps it is unsurprising that surveys have been reporting high levels of teacher stress and increasing levels of abuse and assault. Should secondary teaching therefore be considered a dubious career choice and a mass exodus from the profession anticipated? With regard to the implications for those whose lives continue to meet and mix in schools, this paper critically examines some of the local and overseas "expert talk" inspired by key features of scientific assertions regarding the changing nature of physical and cognitive development in adolescence