Muhammad Mustofa, Brooke S. West, Mamik Sri Supadmi and Herlina Sari
The purpose of this paper is to present the characteristics of incarcerated women in two prisons in Java, Indonesia and discuss the specific problems and needs incarcerated women…
Abstract
Purpose
The purpose of this paper is to present the characteristics of incarcerated women in two prisons in Java, Indonesia and discuss the specific problems and needs incarcerated women with children face with regard to mothering.
Design/methodology/approach
A cross-sectional survey using a semi-structured questionnaire was administered to 399 incarcerated women in two prisons. Focus group discussions provided additional information on mother’s experiences in prison.
Findings
This research finds that children’s welfare was an important concern for mothers while in prison and that they faced various problems in maintaining family ties during their incarceration, including distance, costs and time for family to visit (49.3 percent), and challenges to being able to communicate with family and children (26.6 percent).
Originality/value
This study contributes to the limited research on incarcerated women in Indonesia, broadly, and on mothering and incarceration, in particular, and suggests that women’s needs as mothers have not been taken into consideration by prisons and the criminal justice system.
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Tomika Ferguson and Mahauganee Shaw Bonds
With heightened national attention placed on race and gender identity, the ability and preparedness of students to engage in critical conversations on such topics and with diverse…
Abstract
With heightened national attention placed on race and gender identity, the ability and preparedness of students to engage in critical conversations on such topics and with diverse groups is of much concern to educators. High school student-athletes are frequently thrust into the spotlight on topics related to race and racial identity, due to their hypervisibility and role as representatives of their schools. This chapter uses current events involving Black girl, high school, student-athletes to demonstrate how racialized and gendered experiences may shape how they understand themselves as well as their school and non-school environments. Further, this chapter includes a study that highlights the narratives of two Black female college athletes who, when prompted to discuss racialized and gendered experiences, shared stories that highlighted their primary and secondary educational experiences. These narratives identify school diversity and fitting in, and the coach as influencer as salient themes from the study. This illuminates the influence of early racialized encounters and the salience of those occurrences in shaping the way Black girls think about their own racial and gender identity development. In closing, this chapter calls on educators to prepare themselves to facilitate conversations about race through the use of equity audits, effective programming for Black girls, and a call for education advocates for Black girls in preK-12 environments.
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Thomas M. Brown, Joseph W. Barnes, Thomas M. Brown, Josephine Fidler, Frederic Glazer, Ruth M. Jackson, James E. Justice and Richard Rekowski
Topography is a problem in West Virginia. “If you took all the mountains of West Virginia and made them flat, West Virginia would be larger than Texas” is our boast and our…
Abstract
Topography is a problem in West Virginia. “If you took all the mountains of West Virginia and made them flat, West Virginia would be larger than Texas” is our boast and our network curse. Those mountains provide spectacular views, and stunning areas for our citizens who wish to maintain their independence. Those mountains and that remoteness also create difficulties in information equity, which we are just beginning to address.
At the Royal Society of Health annual conference, no less a person than the editor of the B.M.A.'s “Family Doctor” publications, speaking of the failure of the anti‐smoking…
Abstract
At the Royal Society of Health annual conference, no less a person than the editor of the B.M.A.'s “Family Doctor” publications, speaking of the failure of the anti‐smoking campaign, said we “had to accept that health education did not work”; viewing the difficulties in food hygiene, there are many enthusiasts in public health who must be thinking the same thing. Dr Trevor Weston said people read and believed what the health educationists propounded, but this did not make them change their behaviour. In the early days of its conception, too much was undoubtedly expected from health education. It was one of those plans and schemes, part of the bright, new world which emerged in the heady period which followed the carnage of the Great War; perhaps one form of expressing relief that at long last it was all over. It was a time for rebuilding—housing, nutritional and living standards; as the politicians of the day were saying, you cannot build democracy—hadn't the world just been made “safe for democracy?”—on an empty belly and life in a hovel. People knew little or nothing about health or how to safeguard it; health education seemed right and proper at this time. There were few such conceptions in France which had suffered appalling losses; the poilu who had survived wanted only to return to his fields and womenfolk, satisfied that Marianne would take revenge and exact massive retribution from the Boche!
Lauren Gatti, Jessica Masterson, Robert Brooke, Rachael W. Shah and Sarah Thomas
The purpose of this paper is to illustrate the ways in which attention to programmatic vision and coherence – rather than foci on individual courses – might advance the work of…
Abstract
Purpose
The purpose of this paper is to illustrate the ways in which attention to programmatic vision and coherence – rather than foci on individual courses – might advance the work of justice-oriented, critical English education in important ways. The authors propose that consciously attending to the work of English education on the programmatic level can better enable English educators to cultivate democracy-sustaining dispositions in preservice teachers. Using Grossman et al.’s (2008) definition of “programmatic coherence”, the authors illustrate how one interdepartmental partnership is working to create a shared programmatic vision for English education.
Design/methodology/approach
Drawing on Cornel West’s call for the development of a three-piece democratic armor – Socratic questioning, prophetic witness and tragicomic hope – the authors describe their programmatic vision for cultivating democracy-sustaining dispositions in preservice teachers. They show how this shared vision constitutes the foundation for the organization, purpose and sequence of the four-semester cohort program. Finally, the authors describe how this vision helps facilitate meaningful and purposeful symbiosis between field experiences and university coursework.
Findings
In an effort to promote replicability regarding programmatic coherence, the authors share structural aspects of their program as well as pose generative questions for colleagues who are interested in approaching the work of critical, democratic English education from the programmatic level.
Originality/value
Addressing the challenges of teacher preparation – especially in this polarized and pitched historical moment – requires shifting the focus from individual courses to a more expansive view that might enable English educators to consider how courses within a program might collectively advance a particular vision of critical and democratic English education.
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Sola Adesola, Birgit den Outer and Sabine Mueller
The purpose of this paper is to determine if and how role models presented in entrepreneurship education can influence students’ entrepreneurial activity given that the lack of…
Abstract
Purpose
The purpose of this paper is to determine if and how role models presented in entrepreneurship education can influence students’ entrepreneurial activity given that the lack of financial and material means render most role models unattainable.
Design/methodology/approach
Data were collected in three stages from an entrepreneurship workshop programme held in Lagos, Nigeria. Nigerian and European undergraduate and graduate business students worked together to develop sustainable business ideas for the European and African market. In this exploratory paper, the emphasis for analysis is on the Nigerian students.
Findings
Based on the research results, the authors identified four types of role models and gained insight into how and why they could inspire students at different stages of entrepreneurship education.
Research limitations/implications
This research is highly contextual with an emphasis on Europe and Africa. Given the relatively small sample of the European students in this study, this paper only presents findings from the Nigerian students. In view of time and sample size constraints, it would be useful to do a longitudinal international study to compare the approaches taken by European and African higher education institutions to develop an understanding of role models in entrepreneurship education and entrepreneurial activity. Further study is needed to explore whether role models are the way forward to address the processes of student entrepreneurial learning in the context of entrepreneurship education in Nigeria. Further work could also uncover deeper convictions, the attitudes of students with regard to race and gender, and consider implications for practice between university and industry.
Practical implications
The paper contributes to the development of entrepreneurship education in the context of Nigeria’s emerging economy and makes suggestions on how to stimulate entrepreneurial activity through the targeted use of role models.
Social implications
In view of financial, material or societal constraints to attain role models, the result of this study can be applied in other African contexts or emerging economies to develop the understanding of the relationship between role models in the industry, higher education practices and government policy. The findings of this study show that the highest impact gained is from “real-life” exchanges between students and entrepreneurs.
Originality/value
Traditional entrepreneurship education fails because the learner’s process of integrating and applying behaviours of entrepreneurial examples and programmes is opaque. Research on role models suggests that where they have a positive impact is where they are perceived as self-relevant and attainable. This idea is explored in the particular context of entrepreneurship education in Nigeria in West Africa, which is characterised by highly limited and fluctuating resources despite Nigeria’s relative wealth. The authors conclude with suggestions for the use of role models in entrepreneurship education, especially in the Nigerian higher education context. This paper, therefore, contributes to research on entrepreneurship role model education in emerging economies.
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The question of reprinting notable novels which have been allowed to fall out of print is somewhat different from the one discussed in previous articles. In that case the question…
Abstract
The question of reprinting notable novels which have been allowed to fall out of print is somewhat different from the one discussed in previous articles. In that case the question was as regards keeping in print popular modern novels whose titles appeared in many Public Library catalogues, to invite attention and draw inquiries from readers as to their existence. In the present case, the question concerns the advantage or utility of reprinting novels which are of some literary value, and are frequently mentioned in histories of literature, magazine articles, &c. A very considerable number of the novels mentioned below are translations of foreign works which have not yet found their way into English Public Libraries, while many are American standard novels which have not been introduced to any extent in England. Both varieties, however, will be found in the Public Libraries of the United States. But, in addition to these American and foreign works, there are certain novels which are named and described in every extensive history of English literature; which are quoted by later writers; which possess considerable claims to remembrance; and yet, so far as I can learn, are not to be had in good modern editions either in England or in America. There are first, the novels which mark the dawn of prose fiction in English literature, and which are worth reprinting if only for the use of students. Such works as Barclay's “Argenis,” Sidney's “Arcadia,” Lyly's “Euphues,” Lodge's “Rosalind,” and all the early attempts at romance are deserving of reproduction in a decent modern dress which would place them within reach of students, libraries, and the general public. The novels of Samuel Richardson are not now obtainable in a handy form, and it is surprising that no publisher of good reprints has thought of issuing nice illustrated editions of these classics. Mrs. Aphra Behn's novels are not perhaps the very best of their kind, but they are celebrated, and should be obtainable. Other well‐known (or rather notable) novels are Johnston's “History of a Guinea,” Greaves' “Spiritual Quixote,” a very clever satire on the early Methodists which has considerable value; Brooke's “Fool of Quality,” Amory's “John Buncle,” and all the best novels of this period, which have been allowed to drop into oblivion. Brooke's “Fool of Quality,” it is true, was issued in the edition prepared by Kingsley, but a cheaper one‐volume edition is also wanted, especially as I believe the other is now out of print. Then it is very remarkable that such a powerful book as Godwin's “Caleb Williams” is not to be had in a worthy edition. Mrs. Shelley's “Frankenstein,” which is a very early and good example of the horrible in fiction, has yet to be issued in a properly illustrated and handy form. Hope's “Anastasius” does not appear in a modern form, and is not easy to obtain in a nice edition; and such Eastern tales as Fraser's “Kuzzilbash,” seem to have dropped completely out of notice. Morier's “Hajji Baba” has been reissued, so far as the Persian part is concerned, but the sequel, containing the humorous account of the embassy to England, also awaits issue. To many minds, the picture of the conflict between Eastern and Western ideas presented in “Hajji Baba in England” makes it much more interesting than the original Persian story. More recent works, like Croly's “Salathiel” and Savage's “Bachelor of the Albany,” should certainly be reprinted, and kept in print, as they deserve. The latter is a work which is frequently quoted, and yet it seems to have been forgotten. It would be possible to specify many good and deserving books which are worth reprinting, but, as they are mentioned in the accompanying list, it is needless to repeat their titles.
Joanne Brooke and Monika Rybacka
The purpose of this study was to explore the social needs and experiences of older prisoners who were attending one of two social initiatives in a prison in England.
Abstract
Purpose
The purpose of this study was to explore the social needs and experiences of older prisoners who were attending one of two social initiatives in a prison in England.
Design/methodology/approach
This paper is based on an interpretative phenomenological study, conducted in a prison in the South West of England. Older prisoners attending an initiative implemented for those over 55, a purposive activity or a social task group, participated in focus groups, which were audio recorded and thematically analysed.
Findings
Two overarching themes were identified. Firstly, the need to feel safe: prisoners felt attending an initiative provided them with a safe haven away from noisy and boisterous younger prisoners, who they perceived as different from them and who received preferential treatment. Secondly, being provided with a purpose: prisoners felt they belonged among their peers, which motivated them to attend and support group activities.
Research limitations/implications
This study was completed in one prison. However, both initiatives supported the social needs of older prisoners and enabled them to leave their cells, although they felt unsafe when not attending an initiative.
Originality/value
There remains a need to support the process of integrating younger and older prisoners, by the provision of both integrated and separate initiatives, with the aim of developing cross-generational and bi-directional peer support.