In recent decades, group autonomy approaches to multiculturalism have gained legitimacy within both academic and policy circles. This article examines the centrality of group autonomy in the multiculturalism debate, particularly in the highly influential approach of Will Kymlicka. I argue that his response to the dilemmas of liberal-democratic multiculturalism relies on an underdeveloped conceptualization of group autonomy. Despite presumably good intentions, his narrow notion of cultural group autonomy obscures the requirements of minority group members' democratic capabilities and thereby works against the kind of transformative change that "accommodated" groups are seeking from the state. Although some critics (Young 1990; Benhabib 2002) have gone so far as to reject autonomy-based approaches to accommodation altogether (Young 1990, 251), I suggest that this position goes too far. In response, I offer an intermediary position between those that defend and those that reject an autonomy-based approach. Instead of fully rejecting autonomy as a guiding principle for multiculturalism, I develop an ethics of care approach to group autonomy based on relationality, which addresses the inadequacies of the dominant approach to multiculturalism. Such an account of group autonomy is a vital step toward reconciling multiculturalism with the necessary components of liberal-democratic citizenship.
Purpose The purpose of this paper is to investigate the possibilities of performative research practices in the dissemination of social science research. The paper introduces the benefits of these practices and demonstrates the relational benefits of sound. The paper explores the possibility that sound may be used to reposition the listener to a new way of hearing.
Design/methodology/approach This research emerged from a larger research project investigating the silent racism that was evident in an inclusive education program. A constructivist narrative approach was adopted to investigate the benefits of sharing the sensorial qualities of participant responses as an aural excerpt. The aim here is to reposition the listener from their own cultural value systems to being open to new understandings.
Findings The paper highlights the relationship between the storyteller and the listener. Sharing a young man's personal experience of racism enabled the visceral and affective quality of his deeply personal experience to be conveyed to the listener.
Research limitations/implications This paper reports on the experiences of one participant. It is not designed to represent the experiences of all young people with African heritage, but rather to present the possibilities of using sound in the dissemination of research findings.
Originality/value The methodological approach of this paper offers a unique and valuable contribution to the growing interest in new avenues to disseminate research findings, particularly those that convey the deeply personal experience of participants.
In recent times, the global marketing concept of the Tween has emerged, identifying girls aged between nine and fourteen as a potentially lucrative age group with distinctive needs and interests. At the end of the 20th century advertisers, marketers, producers and retailers (consumer-media) combined to construct and then target the tween girl with products, services and experiences specifically designed to respond to her uniquely tween desires. The targeting of this gendered group of children resulted in widespread outcry and debate in Australia and other western nations, as girls were seen as being pressured to consume and in particular 'adopt sexualized appearance and behaviour' (Rush & La Nauze, 2006a, p. 211). However, these debates made clear the complex interweaving of highly localised social and cultural influences with the global consumer-media in tween girls' lives. The need for research which explored the significance of these other social and cultural influences such as family, friends, school and neighbourhood, alongside the consumer-media, in the life of the tween girl was apparent as Government committees struggled to disentangle the multiple influences in tween girls' lives. My research was designed to address this multiplicity by exploring these important local influences and to introduce tween girls' voices to enhance our understandings of how they negotiate the everyday lived experience of being 'tween'. This thesis is based on an ethnographic study in a Melbourne Primary School of thirteen 11 and 12 year old girls in Year 6, their final year of primary school. Data for this study were collected over an entire school year and included observations, field notes, reflections, interviews, focus groups and informal discussions. The aim of my ethnography in the girls' primary school environment was to explore and understand the significance of the tween girls' local, everyday social worlds, including family, friendship groups, school and the neighbourhood, in their negotiation of tweenness. While the concept of Tween has focussed our understandings of tween girls primarily on their consumption activities, their social worlds and the ambiguous position of the tween age group between their childhood and teenage years are also critical aspects of their gendered consumption, and attention to these social worlds suggests that new sociological frameworks are required to develop our understandings of this age group. In this thesis I shift the focus away from consumption and introduce new frameworks to illuminate the influence of family, friends, school and local geographies in the life of the tween girl. I focus on the important understandings to be gained from the girls' ordinary, everyday behaviours in their local environments. Ultimately, the concept of in-betweenness exploited by Tween marketing is explored and reframed in the concluding stages of this thesis with a focus on how tween girls themselves understand their position as Australian Year 6 students located in-between their childhood and teenage years. My analysis of family, friends, the institution of school and the neighbourhood, and of girls' ordinary, everyday practices in these networks and contexts, has been framed by Alison Pugh's concept of the economy of dignity. Pugh's economy of dignity suggests that children assign a value for particular goods, services and norms that enable them to negotiate ways they can belong within their own social worlds. In my thesis, I use this concept to illuminate the tween experience as fundamentally about finding strategies for belonging within their social worlds, and show how Tween goods, services and norms can be constructed and drawn upon in this process. My findings reveal the extensive and constant work and effort that goes into the tween girls' considerations and negotiations of belonging; which suggests the need to move beyond limited notions of tweens simply as inappropriately sexualised consumers. My findings suggest that the tween girl's desire to belong, and her recognition of her own in-betweenness, forms an essential and complex part of her everyday life that should not be underestimated.
Cover -- Title -- Copyright -- Contents -- Pirates everywhere! -- Heroes or villains? -- Swashbuckling pirates -- Explorers -- Privateers -- Jean Lafitte -- A world of danger -- No 10 Captain Kidd -- Not guilty? -- Warning -- Buried treasure -- No 9 Sweyn Asleifsson -- Raiders from the sea! -- Loot! -- Bloody love -- No 8 Anne Bonny and Mary Read -- Sharing tasks with sailors -- No 7 Henry Avery -- Whack! -- Deadly pirate weapons -- The greatest prize ever -- No 6 Sir Henry Morgan -- Pirate punishments -- Fireship! -- No 5 Sir Francis Drake -- Spanish gold -- Take care in the "Spanish Main" -- No 4 The Barbarossa Brothers -- How to avoid Barbary pirates -- Fighting at sea -- No 3 Zheng Yi Sao -- Keeping control -- Doubly successful -- No 2 Bartholomew Roberts -- Dressed to kill -- No 1 Blackbeard -- A Ladies' Man? -- Gruesome guard -- Down below -- Glossary -- Index
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AbstractIncreasingly, jurisdictions are adopting "apology legislation" that allow medical professionals to apologize to patients and family members when an adverse event occurs while disallowing the introduction of the apology in a liability case as evidence of fault or liability. While apology legislation itself is fairly straightforward, its potential meaning and impact is much more complex. This paper conceptualizes apology legislation from an accountability and ethics of care perspective. These two concepts—accountability and care—are distinct but interrelated concepts and this dual theoretical approach offers a rich analysis on the potential impact(s) of apology legislation. We argue that apology legislation is a mechanism added to the existing accountability regime that can offer important opportunities to express and practise care. As an accountability mechanism, apology legislation creates space for an accountability relationship to emerge between medical professionals and their patients. Apology legislation also addresses long-standing gaps in how we as a society think about health care and respond to patients and families in ways that challenge the dominant "consumer of services" role. It is in this sense that apology legislation has the potential to destabilize traditional notions of social citizenship. Last, we argue that empirical research is urgently needed to know to what degree apologies contribute to accountability and the transformation of health care.
This report summarises the main findings from a study into the implementation of the United Nations Convention on the Rights of Persons with Disabilities. The study set out to answer four questions by investigating 29 concluding observations reports from the Committee on the Rights of Persons with Disabilities for 16 States Parties, covering 16 reports for the first review process of 2011-2015 and 13 from the second review process of 2019-2023. This investigation included content and thematic analysis, and aimed to grade each report. The research questions were: 1. Are there differences in the grade of implementation of the UNCRPD between the States Parties? 2. Are there differences between the States in the progress/ regress of implementation of the UNCRPD between the two periods? 3. Can States Parties be ranked in terms of the grade or progress of implementation? 4. Is it possible to identify thematic focal points in which the concluding observations reports of certain States Parties differ from those of other States? Concerning the first and third questions, the study has demonstrated that this is possible. However, the final overall grades are remarkably similar in this sample, most likely due to the small sample size of only 13 States Parties at the second report stage. Despite this similarity between overall grades, the individual articles demonstrate considerable variation, enabling respective States Parties to identify areas of weakness where improvements are most needed. In relation to the second research question of whether reports can be compared longitudinally, the answer for this set of reports is no. This is because the sample comprises those States Parties whose initial concluding observations reports were very early in the Committee's monitoring process. All of the States Parties appear to have regressed significantly, whereas in reality the change lies in the Committee's growing understanding and increasingly deep analysis of the implementation of rights. Regarding the fourth question of whether themes were identifiable within the sample, the answer is yes, with 'intersectional discrimination' and 'deinstitutionalisation' as examples of discernible themes. Where these themes were evident, particularly when the Committee made repeated comments about them, this impacted the grade the State Party received for each article that contained a reference to one of these issues, and it therefore significantly affected the States Parties' overall grades. If States Parties were to eliminate these barriers to the full implementation of article rights, the concerns raised by the Committee would thus be greatly reduced, reflecting an improved implementation of rights and consequently significantly improving the grading in this type of analysis.
