Inclusive education for Internally Displaced Children in Kenya::Children perceptions of their learning and development needs in post-conflict schooling

Abstract The Kenyan society has been characterised by tribal-political-instigated violence since the declaration of multiparty democracy in 1991. The 2007/8 post-election violence (PEV) particularly saw the scattering of families where some children lost months or years of schooling; others were permanently excluded from education, while the participation and achievement of those arriving in school were characterised by complex needs and experiences. This paper aims to analyse literature and report on findings from creative activities with 16 conflict-affected children (9–12 years) regarding their experiences and understandings of inclusive education during their post-conflict school-life. I conducted an intrinsic case study with aspects of ethnography in a post-conflict community primary school in Kenya whose majority (71%) pupil population was attributed to internal displacement following the 2007/8 PEV. Children perceived inclusive education in regard to their own learning and development needs as involving access and acceptance in the new school community, social-emotional development, ‘peer-keeping’ and community-consciousness. Whilst valuing their teachers’ pursuit for inclusion-sensitive practices, children’s understanding of their own circumstances resulted in group-made strategies like ‘peer-keeping’ and peer-constructed rules of interaction, helping them negotiate systemic constrains and distortion of values. This study underscores the fundamental role of children in social integration in post-conflict circumstances

New fleas from Mexico

28 p. : ill. ; 24 cm.Includes bibliographical references (p. 28)

The violence of peace and the role of education: insights from Sierra Leone

Research on peacebuilding has mushroomed over the last decade and there is a growing interest in the role of education in supporting peacebuilding processes. This paper engages with these debates, UN peacebuilding activities and the location of education initiatives therein, through a case study of Sierra Leone. In the first part, we explore the complex and multi-dimensional nature of violence in post-conflict Sierra Leone. In the second, we critically address the role of education in the conflict and post-conflict period, highlighting education’s centrality as a catalyst to conflict, and then reflect on the failure of the post-conflict reconstruction process to adequately transform the education system into one that could support a process of sustainable peacebuilding. Finally, we conclude by exploring the ways that greater investment and focus, both financial and human, in the education sector might, in the long term, better contribute to a sustainable and socially just peace

Race, Slavery, and the Expression of Sexual Violence in Louisa Picquet, The Octoroon

Historically, victims of sexual violence have rarely left written accounts of their abuse, so while sexual violence has long been associated with slavery in the United States, historians have few accounts from formerly enslaved people who experienced it first-hand. Through a close reading of the narrative of Louisa Picquet, a survivor of sexual violence in Georgia and Louisiana, this article reflects on the recovery of evidence of sexual violence under slavery through amanuensis-recorded testimony, the unintended evidence of survival within the violent archive of female slavery, and the expression of “race” as an authorial device through which to demonstrate the multigenerational nature of sexual victimhood

Autonomy and caring: towards a Marxist understanding of nursing work

The aim of this paper is to re‐examine nursing work from a Marxist perspective by means of a critique of two key concepts within nursing: autonomy and caring. Although Marx wrote over 150 years ago, many see continuing relevance to his theories. His concepts of capital, ideology and class antagonism are employed in this paper. Nursing's historical insertion into the developing hospital system is seen in terms of a loss of autonomy covered over by the development of cults of loyalty toward those institutions, while the concept of emotional labour is used to re‐examine nursing's high valuing of “caring” and to understand it as potentially exploitative of nurses. Raising awareness of this alternative way of understanding nursing work can become a first step toward change

A survey of trainee specialists experiences at the University of Cape Town (UCT): Impacts of race and gender

<p>Abstract</p> <p>Background</p> <p>Efforts to redress racial and gender inequalities in the training of medical specialists has been a central part of a dedicated programme in the Faculty of Health Sciences at the University of Cape Town (UCT). This study aimed to describe trends in race and gender profiles of postgraduate students in medical specialties (registrars) from 1999 to 2006 and to identify factors affecting recruitment and retention of black and female trainees.</p> <p>Method</p> <p>Review of faculty databases for race and gender data from 1999 to 2006. Distribution of an anonymous self-administered questionnaire to all registrars in 2005/2006.</p> <p>Results</p> <p>The percentage of African registrars doubled from 10% to 19% from 1999 to beyond 2002. The percentages of Africans, Coloureds and Indians rose steadily from 26% to 46% from 1999 to 2005, as did that of women from 27% to 44%. The institution's perceived good reputation, being an alumnus and originating from Cape Town were common reasons for choosing UCT for training. A quarter of respondents reported knowledge of a friend who decided against studying at UCT for reasons which included anticipated racial discrimination. Black respondents (23%), particularly African (50%), were more likely to describe registrarship at UCT as unwelcoming than white respondents (12%). Specific instances of personal experience of discrimination were uncommon and not associated with respondents' race or gender. Registrars who had had a child during registrarship and those reporting discrimination were more likely to rate the learning and research environment as poor (Odds Ratio, 4.01; 95% CI 0.98 – 16.47 and 1.99 95% CI 0.57 – 6.97, respectively).</p> <p>Conclusion</p> <p>The proportion of black and female registrars at the University of Cape Town has increased steadily from 1999 to 2006, most likely a result of systematic equity policies and procedures adopted in the faculty during this period. The data point to a need for policies to make the institution more welcoming to diversity and for strategies to address institutional culture and mentorship, with an aim to develop examples of best practices to share within and between institutions.</p

Secularist understandings of Pentecostal healing practices in Amsterdam:Developing an intersectional and post-secularist sociology of religion

The past decades have seen an intensification of debate around migrants, gender and sexuality. For the Netherlands, several authors have pointed out how this has given rise to a form of sexual nationalism whereby the idea of being a modern, progressive country is strongly linked to a program of liberal sexual values and offset against a presumably 'backward' migrant who is 'still' religious and traditional. In this article, the author analyses how these dynamics played out in the controversy around HIV-healings or homo healings supposedly taking place in Pentecostal churches in Amsterdam. Media attention highlighted the theme of homosexuality while forgetting the interests of women. This article shows that the sexual nationalism scheme was also operative here, and proposes further developing existing approaches as intersectional 'post-secularist' sociological perspectives aimed at unearthing the ways narratives of modernity, secularization and sexual nationalism structure attitudes towards migrant and religious actors both in social scientific research agendas and among societal actors

The Bantustan State and the South African Transition: Militarisation, Patrimonialism and the Collapse of the Ciskei Regime, 1986-1994

This article examines the Ciskei bantustan and processes of state formation during the transition to democracy. In the Ciskei, the rule of Brigadier Gqozo rested on the continued support of the South African state: identified as the weakest link in the National Party’s conservative alliance, the Ciskei became the first target for the African National Congress’ mass action campaign of 1992. The struggle in the Ciskei thus had some significance for the shape of the transition. While at a constitutional level the National Party eventually conceded to the re-incorporation of the bantustans in late 1992, it continued to stall change and to bolster the bantustans through covert military operations and land transfers to bantustan elites. These dynamics of state formation are critical aspects of the history of the transition and were at the heart of the emerging political conflict in the Ciskei, which by mid-1992 was escalating into civil war. This article examines mass mobilisation, political repression and the consequences of the patrimonial militarisation of the Ciskei state in the Ciskei/ Border region. By focusing on processes of state formation and struggles over the fabric of the state, this article provides a corrective to the prevailing academic focus on the elite negotiations and argues for the value of social histories of the bantustan states for understanding the enduring legacies of these regimes