2007/2008 ; Lo studio dei procedimenti speciali nel sistema della responsabilità amministrativa derivante da reato, introdotta nell'ordinamento italiano con il d. lgs. 8 giugno 2001, n. 231, ha preso le mosse dalla scelta operata dal legislatore di prediligere il processo penale quale paradigma di accertamento dell'illecito dell'ente. Si è anzitutto evidenziato, anche attraverso il raffronto con altre esperienze, europee ed extra europee, che l'assegnazione al giudice penale della decisione su una res iudicanda amministrativa rappresenta una soluzione fortemente innovativa, tant'è che nessun parallelismo potrebbe instaurarsi tra tale cognizione e l'accertamento amministrativo richiesto dalla legge di depenalizzazione e modifiche del sistema penale (art. 24 l. 24 novembre 1981, n. 698). Lasciando a latere la questione della natura della responsabilità dell'ente – se si tratti, cioè, al di là dell'etichetta, di responsabilità amministrativa, penale o di altro genere – e precisato che l'importazione del modello processuale penale implica l'estensione alla persona giuridica dell'impianto garantistico offerto alla persona fisica, sono state passate in rassegna le cause di tale originale combinazione. A parte la valenza politica che l'attrazione dell'illecito della societas all'interno del processo penale reca con sé in termini di riprovevolezza del crimine d'impresa, è l'esistenza di un reato, primo tassello del mosaico raffigurante la complessa fattispecie dell'illecito amministrativo, a legittimare la devoluzione della vicenda dell'ente alla giurisdizione penale anziché all'autorità amministrativa, unitamente a ragioni di garanzia ed efficienza. Proprio in relazione a questi ultimi parametri emerge la pertinenza della previsione di giudizi speciali nel rito de societate; scelta, che avrebbe nondimeno potuto essere ostracizzata, data la mancata attenzione del legislatore delegante verso questa materia e in presenza dell'indicazione che ancorava la riduzione della sanzione amministrativa a situazioni di particolare tenuità del fatto (art. 11 comma 1 lett. g l. n. 300 del 2000) ovvero all'adozione da parte dell'ente di comportamenti di reintegrazione dell'offesa (art. 11 comma 1 lett. n l. n. 300 del 2000). Sul versante dell'efficienza, è nota la genetica finalizzazione dei riti speciali alla celere definizione dei carichi giudiziari, obiettivo imposto dal canone costituzionale della ragionevole durata dei processi (art. 111 comma 2 Cost.). Tale esigenza deflativa viene avvertita anche nel processo all'ente poiché il modello di accertamento confezionato per l'illecito dell'ente ricalca quello previsto per il reato, impostato cioè sulla classica successione fatta di indagini preliminari, udienza preliminare e dibattimento, di talché presenta le stesse ricadute che l'acquisizione della prova in contraddittorio comporta sui tempi processuali. Inoltre, occorre sottolineare che la scelta di procedere contestualmente per il reato nei confronti della persona fisica e per l'illecito nei riguardi della persona giuridica (art. 38 comma 1), seppur giustificata dal presupposto di pregiudizialità esistente tra illecito penale e illecito amministrativo, duplica l'attività processuale con conseguenti rallentamenti sul funzionamento della macchina giudiziaria. Si è, quindi, appuntato che, se alla base dell'inserimento dei riti speciali nel processo all'ente vi sono giustificazioni di economia processuale, nessuna valida ragione, a fronte dell'esigenza di coerenza sistematica, può sussistere nel ritenere inammissibili il giudizio immediato e il giudizio direttissimo, i quali non figurano nel decreto giacché il legislatore non ha ritenuto di dover dettare un'apposita disciplina. A ciò si aggiunga che l'efficienza processuale si salda con l'effettività della sanzione, obiettivo caldeggiato dal legislatore delegante (art. 11 comma 1 lett. f l. n. 300 del 2000), in cui risultano assorbiti scopi di prevenzione generale e speciale; quest'ultimo, peraltro, risulta predominante nel sistema della responsabilità amministrativa da reato, in cui tanto le sanzioni quanto, e impropriamente, il processo partecipano della finalità di recupero dell'ente alla legalità. In relazione all'aspetto garantistico, si è sottolineato come sia la legge a suggerire che anche all'ente vengano assicurati i benefici derivanti da scelte processuali alternative, laddove prevede il riconoscimento al soggetto collettivo degli stessi diritti e delle medesime facoltà spettanti all'imputato (art. 35); vantaggi, da reputare compatibili con la natura astratta del presunto responsabile amministrativo. Vero è che la praticabilità di soluzioni alternative all'ordinario iter processuale, tanto nel procedimento relativo al reato quanto in quello riguardante l'illecito amministrativo, determina la separazione delle regiudicande, fenomeno che ha comportato la trattazione delle conseguenze che tale divaricazione produce sul simultaneus processus (art. 38). In particolare, si è parlato dell'incompatibilità del giudice della responsabilità amministrativa a decidere in ordine al reato della persona fisica, e viceversa; si è, poi, affrontato il tema dell'acquisizione della sentenza irrevocabile emessa nei confronti dell'ente o dell'imputato, nel procedimento dell'altro (art. 238-bis c.p.p.), con la precisazione che esula da tale meccanismo acquisitivo la sentenza di patteggiamento, sia essa applicativa della pena all'imputato o della sanzione all'ente, poiché carente sotto il profilo dell'accertamento di responsabilità e, quindi, inidonea ad influire sulla decisione da assumere nell'altro procedimento. A seguire, sempre gravitando sul tema della circolazione probatoria, si è visto come sia recuperabile nel processo all'ente, seppur con qualche aggiustamento, la norma di cui all'art. 238 c.p.p.; infine, l'attenzione si è focalizzata sulle regole che governano l'assunzione delle dichiarazioni dell'imputato del reato presupposto e del legale rappresentante dell'ente nel separato procedimento a carico, rispettivamente, del soggetto collettivo e della persona fisica; compito, questo, che ha messo in luce il problema della qualificazione penalistica del rapporto sussistente tra reato e illecito amministrativo. La seconda parte del lavoro è dedicata alla trattazione dei singoli procedimenti speciali, la cui disciplina è stata ricostruita tenendo presente gli aspetti peculiari di ciascun rito e rinviando – in subordine – alle disposizioni del codice di rito penale nonché alle relative norme di attuazione e coordinamento, in quanto compatibili (art. 34), al fine di colmare lacune e superare incongruenze. In sostanza, questo particolare approccio metodologico ha richiesto di stabilire, di volta in volta, quali norme codicistiche possano essere trasferite nel microsistema del processo agli enti. Tanto precisato, vale qui riportare le problematiche più significative emerse dall'analisi della materia che, a ben vedere, si concentrano soprattutto attorno ai riti deflativi del dibattimento, vale a dire il giudizio abbreviato (art. 62), l'applicazione della sanzione su richiesta delle parti (art. 63) e il procedimento per decreto (art. 64). Partendo dal primo, è il presupposto speciale negativo del rito, consistente nella preclusione al suo accesso quando per l'illecito amministrativo sia prevista l'applicazione di una sanzione interdittiva in via definitiva (art. 16), il punto su cui si sono addensate le maggiori perplessità. Seppure nobile è apparso il tentativo del legislatore di contemperare esigenze efficientistiche con obiettivi di specialprevenzione, non si è taciuta, per un verso, la disparità di trattamento in tal modo creata tra ente e imputato, per il quale non vigono limiti di ammissione al rito speciale in vista del tipo di pena da applicare; per altro verso, non sono mancate riserve circa l'ampia discrezionalità che deriva dal sistema di applicazione delle sanzioni interdittive perpetue, congegnato, ad eccezione del caso dell'impresa illecita (art. 16 comma 3), su una valutazione prognostica di irrecuperabilità dell'ente alla legalità, di intuibile precocità se agganciata al momento processuale deputato alla valutazione di ammissibilità del rito speciale. Altra questione degna di nota attiene alla possibilità per il soggetto collettivo dichiarato contumace, cioè a dire non costituitosi in giudizio secondo le formalità prescritte dall'art. 39 d. lgs. n. 231 del 2001, di richiedere il rito abbreviato. Di fronte a opinioni dottrinali divergenti, si è ritenuto di proporre una soluzione positiva, agganciandola alla previsione normativa che estende all'ente lo status processuale dell'imputato (art. 35); si è, infatti, osservato come rispetto a questa precisa indicazione non meritino accoglimento interpretazioni che considerano l'atto formale di costituzione (art. 39) presupposto necessario affinché l'ente possa esercitare il proprio diritto di difesa. Se, infatti, tale adempimento si profila doveroso per il compimento di atti che implicano la presenza dell'ente, naturalmente nella persona del suo legale rappresentante, resta superfluo per tutti quegli atti che tale materializzazione non richiedono. Ciò ha permesso di ritenere legittimato ad avanzare richiesta di giudizio abbreviato, come pure quella di patteggiamento, anche il difensore dell'ente, non costituitosi, purché munito di procura speciale. Si aggiunga, inoltre, che la scissione tra costituzione e diritto di difesa è, parimenti, alla base della ritenuta ammissibilità dell'opposizione al decreto di applicazione della sanzione pecuniaria dell'ente che abbia deciso di non partecipare attivamente al processo. Occorre, per inciso, sottolineare come la questione esposta si profili incerta anche a livello giurisprudenziale; non può quindi che auspicarsi un intervento chiarificatore che tenga nella giusta considerazione le esigenze di garanzia e di difesa dell'ente. Ulteriore aspetto che si è ritenuto di approfondire concerne il ruolo della parte civile nel rito abbreviato instaurato nei confronti dell'ente. Preso atto che l'ammissibilità della pretesa civilistica nel procedimento di accertamento dell'illecito amministrativo conosce orientamenti difformi e, appurato che la soluzione negativa pare essere quella maggiormente convincente, si è voluto nondimeno precisare che laddove dovesse ammettersi la costituzione di parte civile contra societatem, al danneggiato da illecito amministrativo verrebbe riconosciuta la classica alternativa tra accettazione del rito – con il consueto limite in tema di diritto alla prova e l'efficacia extrapenale della sentenza di esclusione della responsabilità per insussistenza dell'illecito (art. 66) – e il trasferimento della domanda risarcitoria in sede civile. Passando all'istituto dell'applicazione della sanzione su richiesta delle parti (art. 63), si è innanzitutto proceduto ad esaminare i presupposti speciali del rito che si schiudono in tre diverse, e alternative, condizioni oggettive di accesso. Tra queste, non sono mancate riserve, per l'ampia discrezionalità implicata, circa il presupposto che àncora la praticabilità dell'accordo sulla sanzione alla "definibilità", con patteggiamento, del procedimento per l'accertamento della responsabilità penale dell'autore del reato. In altri termini, al fine di valutare l'ammissibilità della richiesta dell'ente, il giudice dell'illecito amministrativo deve, fittiziamente sostituendosi a quello del reato, stabilire in via preliminare se la vicenda dell'imputato persona fisica si presti ad essere definita attraverso il concordato sulla pena. Tale momento non è, peraltro, l'unico a presentare connotati di discrezionalità, dovendosi tenere presente che essa ricorre anche in riferimento al limite all'accesso al rito, derivante dal fatto che si faccia luogo in concreto all'irrogazione di una sanzione interdittiva in via definitiva; decisione che viene rimessa al prudente apprezzamento del giudice. Rilevante è apparsa, anche per l'interesse che ha suscitato nella prassi, la questione relativa all'applicazione della sanzione della confisca del prezzo o del profitto dell'illecito da reato in sede di sentenza patteggiata. Si è ritenuto di fornire sul punto risposta positiva, alla luce del carattere indefettibile ed obbligatorio accordato a tale misura ablatoria dalla norma di cui all'art. 19, laddove il giudizio si concluda con sentenza di condanna. Tale riferimento, peraltro, non è stato ritenuto decisivo a supportare un approdo di segno opposto; senza entrare nella complessa tematica dell'identità della sentenza di patteggiamento, si è voluto ricordare il recente approccio esegetico delle sezioni unite della Corte di cassazione (Cass., sez. un., 29 novembre 2005, Diop Oumar, in Cass. pen., 2006, p. 2769 ss.) secondo cui la clausola di equiparazione (art. 445 comma 1-bis c.p.p.) deve essere letta nel senso di ritenere la sentenza di patteggiamento siccome produttiva dei consueti effetti della condanna, salve le deroghe previste dalla legge. Pertanto, sulla scorta di tale assunto, si è sostenuto che se si fosse voluto escludere la confisca dalla decisione patteggiata lo si sarebbe dovuto esplicitare, restando il silenzio sintomatico della parificazione ad una pronuncia di condanna. Seguendo questa impostazione, si è ritenuta poco convincente l'ipotesi che sia incompatibile con il rito in esame l'applicazione della sanzione della pubblicazione della sentenza, solo per il fatto che essa venga riferita ad una pronuncia di condanna (art. 18). Tale misura stigmatizzante non rientrerebbe, infatti, tra le pene accessorie che, ex art. 445 comma 1 c.p.p., il patteggiamento preclude, poiché la classificazione tra pene principali e pene accessorie, cui la citata norma allude, risulta sconosciuta al sistema sanzionatorio delineato per le persone giuridiche. D'altro canto, proprio la peculiarità dello strumentario sanzionatorio ha richiesto di vagliare, di volta in volta, la compatibilità con il patteggiamento relativo all'ente dei premi che tradizionalmente afferiscono a questa alternativa processuale. Quanto al decreto di applicazione della sanzione pecuniaria, tra le varie problematiche affrontate, quella su cui si sono concentrati i maggiori dubbi interpretativi concerne la confisca. Esclusa, nel processo all'ente, l'operatività della norma secondo cui il giudice che pronuncia decreto penale di condanna dispone la confisca cosiddetta obbligatoria (art. 460 comma 2 c.p.p.), poiché essa è ivi misura di sicurezza, categoria non prevista nel sottosistema di riferimento, ci si è chiesti se trovi o meno applicazione la confisca sanzione (art. 19). Taluna dottrina ha ritenuto di fornire una risposta negativa, sostenendo che se venisse disposta si andrebbe incontro ad una soluzione affetta da illogicità, poiché, da un lato, la confisca è sanzione che deve sempre essere disposta, dall'altro, il decreto può pronunciarsi se deve essere irrogata unicamente la sanzione pecuniaria. Si è nondimeno, proposto un differente ragionamento, che porta, per contro, alla soluzione positiva. In prospettiva sistematica e meno agganciata al dato formale, si potrebbe ritenere che il limite della sanzione pecuniaria, quale presupposto del rito, non può intendersi come deroga alla norma che stabilisce l'indefettibilità della confisca in presenza di una sentenza di condanna; espressione suscettiva di lettura estensiva, così da ricomprendere anche il decreto che, in effetti, ha natura di sostanziale condanna. Al contrario, proprio il carattere imperativo della sanzione in oggetto risulterebbe dato utile ad interpretare il limite della sanzione pecuniaria siccome preclusivo della sanzione interdittiva e, a fortiori, di quella della pubblicazione della sentenza che ad essa accede. Così postulando, si verrebbe a ricostruire un parallelo, per un verso, con la logica codicistica che, con il presupposto della pena pecuniaria, intende escludere dall'ambito operativo del procedimento monitorio la pena detentiva e, per altro verso, con l'istituto dell'applicazione della sanzione all'ente che, come visto supra, pure è stato ritenuto compatibile con la confisca. Altra questione degna di essere segnalata afferisce all'operatività dell'effetto sospensivo (art. 463 c.p.p.) ed estensivo (art. 464 comma 5 c.p.p.) dell'opposizione nel processo cumulativo, quello cioè instaurato contemporaneamente per l'accertamento tanto della responsabilità amministrativa dell'ente quanto di quella penale della persona fisica, qualora, pronunciato decreto di condanna a carico di entrambi, solo uno di essi faccia opposizione. Premesso che la produzione dei suindicati effetti risulta ancorata alla situazione della commissione del medesimo reato da parte di più soggetti, la risposta dipende dal tipo di lettura che si vuole prediligere nel decifrare il rapporto sussistente tra reato e illecito amministrativo. Pertanto, ove si ritenga che la responsabilità dell'ente configuri un'ipotesi di concorso di persone nel reato, nessun ostacolo potrebbe esserci a che l'esecuzione del decreto opposto dall'ente, o dall'imputato, venga sospesa nei confronti del non opponente, con il conseguente verificarsi dell'effetto estensivo della pronuncia di proscioglimento. Viceversa, se si esclude il vincolo concorsuale poiché trattasi di illeciti diversi, il richiamato meccanismo non potrebbe funzionare, a meno che non si voglia adattare il dato letterale della norma codicistica attraverso una lettura estensiva che valorizzi il rapporto di pregiudizialità esistente tra i due illeciti, penale e amministrativo. Tale impostazione avrebbe il pregio di evitare che il rimedio della revisione – istituto che nel processo agli enti tende a favorire un'esigenza di omogeneità dei giudicati quando non sia stato possibile procedere unitariamente all'accertamento del reato e dell'illecito amministrativo che ne deriva (art. 73) – diventi strumento ordinario per risolvere l'eventualità del conflitto tra la pronuncia emessa nei riguardi dell'ente e quella relativa alla persona fisica. La terza parte del lavoro nasce dalla presa d'atto che i riti premiali non rappresentano le uniche occasioni difensive vantaggiose in termini di sollievo sanzionatorio. Si è così proceduto ad analizzare gli istituti processuali che, improntati alla logica specialpreventiva di neutralizzazione del rischio di commissione di futuri reati, propiziano l'attuazione da parte dell'ente delle condotte riparatorie previste dall'art. 17, vale a dire il risarcimento integrale del danno, l'eliminazione delle conseguenze dannose o pericolose del reato – ovvero un efficace impegno in tal senso –, la predisposizione di modelli organizzativi idonei a prevenire il rischio di commissione di reati all'interno dell'impresa e, infine, la messa a disposizione del profitto conseguito ai fini della confisca. La realizzazione di tali comportanti, suscettivi se allo stadio di semplice "promessa di attuazione" di provocare la sospensione della misura cautelare interdittiva (art. 49) oppure la sospensione del processo (art. 65), consentono alla persona giuridica incolpata di sfuggire dall'applicazione della sanzione interdittiva e di ottenere una riduzione della sanzione pecuniaria, in caso di condanna. Certo, un simile congegno, che sollecita l'ente ad attivarsi durante il processo per rimuovere le conseguenze dell'illecito amministrativo, prima di approdare ad un accertamento di responsabilità anche non definitivo, è anomalia che mal si concilia con il canone costituzionale della presunzione di non colpevolezza (art. 27 comma 2 Cost.), la cui operatività non incontra, nonostante qualche perplessità manifestata al riguardo, limiti dovuti alla natura astratta della persona giuridica. Proprio il ruolo centrale assegnato all'impegno riparatorio onde neutralizzare gli effetti dei soli strumenti interdittivi (nell'immediato, se applicati in funzione cautelare, ex art. 9 e 45 comma 1, e in vista di futura condanna), con conseguente superfluità di tale impegno ove si prospetti l'applicazione della sola sanzione pecuniaria, nonché l'inversione dell'onere della prova che grava sull'ente (art. 6) – il quale deve provare l'insieme dei fatti impeditivi descritti in tale disposizione per andare esente da responsabilità – ha permesso di mettere in risalto la congenialità dei riti alternativi al sistema processuale pensato per gli enti; adattabilità, peraltro, favorita anche dalla peculiare disciplina della prescrizione dell'illecito amministrativo ex art. 22. Il congegno ivi formulato, di fatto improntato alla potenziale imprescrittibilità dell'illecito – poiché la contestazione dell'illecito interrompe la prescrizione, la quale «non corre fino al momento in cui passa in giudicato la sentenza che definisce il giudizio» (comma 3) – fa sì che le garanzie processuali non possano essere strumentalizzate dal responsabile amministrativo al fine di differire la decisione finale onde sfruttare l'epilogo favorevole della prescrizione dell'illecito. Questa situazione, da sempre censurata dalla dottrina nel processo alla persona fisica siccome fonte di inefficienza processuale e ragione della scarsa capacità deflazionistica dei riti speciali, si presenta, nel contesto dell'accertamento della responsabilità amministrativa, come fattore incentivante la definizione del procedimento tramite percorsi semplificati. Siffatta congenialità, tuttavia, non è sfuggita ad un approccio critico, segnatamente laddove le difficoltà connesse alla dimostrazione di innocenza indurrebbero l'ente ad affrettare i tempi di un processo in cui la contestazione dell'addebito diventa sintomatica di una presunzione di illegalità dell'impresa. In altri termini, la presenza dei riti alternativi nel processo agli enti sembrerebbe superare le premesse logiche del relativo inserimento, cioè a dire esigenze di economia processuale e riconoscimento all'ente delle stesse opportunità difensive spettanti alla persona fisica in virtù dell'equiparazione voluta dall'art. 35 con l'imputato, per risolversi in occasioni di giustizia sommaria. E ciò striderebbe con le ragioni stesse della scelta del processo penale come sede di accertamento dell'illecito amministrativo; preferenza che si giustifica in quanto all'ente vengano riconosciute le fondamentali garanzie del diritto di difesa e della presunzione di non colpevolezza. ; XXI Ciclo ; 1978
The field of 'trans' studies, which incorporates transsexual, transgender, and cross‐dressing among its experiences and theorizing, has undergone tremendous changes within the century or so in which it has been developing. Initially, the scope of transsexual studies spans for almost a century, across social institutions and within a rigid model of proving a person's 'true transsexuality'. On the other hand, the reach and depth of transgender studies, emergent only less than 20 years ago, moves across disciplines, incorporates first and third person accounts, and it is less invested in reifying 'true' transgender identity and expression (although there are emergent movements attempting to solidify transgender as a multiple gender response to the gender binary, often by elite or privileged citizens). In summary, the field of transgender and transsexual studies is in constant development and change, and there are significantly some tensions that could offer much newer theorizing (e.g. between the categories of transsexuality and transgender as an umbrella term).Sociology's continued influence within the transsexual and transgender studies/fields require our attention to interdisciplinarity, while at the same time a serious grounding on the sociological literatures concerning the topic. Sex, gender, and sexuality are analytical concepts of much importance in order to study 'trans' populations and issues, as are questions of social location based on ethno‐racial, class, and other positionalities. These recommended readings, films and exercises form a foundation to implement critical views on the topic of 'trans' studies, and its intersections with other topics such as gender identity, homosexuality, gender presentation, and some historical accounts of the formation and solidification of the transgender category.Author recommendsStryker, Susan, and Stephen Whittle (eds) 2006. The Transgender Studies Reader. New York, NY: Routledge.A compilation of a number of old articles, and recent contributions by emergent scholars from many areas (including sexology, psychiatry, queer theory, feminist scholars, and transgender men and women), this reader is a critical reference to those interested in trans studies. Susan Stryker, herself one of the originators of transgender studies, poses a critical look at the resistance to acknowledge transgender (and transsexual) embodiment and identity. Stephen Whittle, a European scholar, also bridges the field in his beginning remarks. The chapters are a varied contribution to the scholarship of transgender studies, broadly defined. Its first part is a compilation of previously published work on transsexuality, but the majority of the text uncovers a series of issues newly developed (such as intersectionality, embodiment, and identities and communities).Valentine, David 2007. Imagining Transgender: An ethnography of a Category. Durham, NC: Duke University Press.This book is empirically based on fieldwork among three groups of transgender populations in New York City. Ranging from the staff and volunteers of the Gender Identity Project at the Gay and Lesbian Community Center, sex workers in the area of the 'meat packing district' (a district in the lower part of Manhattan) and at 'House Balls' (events of dance and competitions among queer youth of color), Valentine draws from all of these experiences to formulate the solidification of the 'transgender' category. A compilation of previously published articles and new material, this book is award winning within its field – anthropology. One of its main contributions is the use of 'transgender' as a term that evokes current debates and political struggles to solidify distinctions between gender and sexuality, and in many instances, the transgender category as relational to homosexuality.Bryant, Karl 2006. 'Making Gender Identity Disorder of Childhood: Historical Lessons for Contemporary Debates.'Sexuality Research and Social Policy 3 (3): 23–39.This article is a social history of the diagnostic category of 'gender identity disorder' and, in particular, how it was applied to children (mostly boys) in the Diagnostic and Statistical Manual of Mental Disorders from the American Psychiatric Association. The discourses surrounding the psychiatric diagnosis are traced from the beginning of related studies and the inception of the term (from the 1960s on) and into the present. Bryant gives a significant review of past debates in order to inform the contemporary ones taking place through his analysis of archival data, interviews with key mental health and psychiatry providers, and published reports on the development of this diagnosis. Among the aspects he looks at are the controversies as to whether atypical gender behaved boys will grow up to be homosexual, transsexual, or transvestite, and how current advocates for or against this diagnosis may be reproducing similar assumptions, or producing normative results, in their critiques of this diagnosis.Halberstam, Judith 2005. In a Queer Time and Place: Transgender Bodies, Subcultural Lives. New York, NY: New York University Press.This book is a significant development from a humanities‐based cultural studies angle that takes a close look at artistic and media portrayals of transgender experience. Halberstam argues for a complex relationship (much closer than otherwise portrayed) between transgender and transsexual identities by looking at various individuals and their experiences – most notably Brandon Teena, who was killed in Nebraska by acquaintances, when it was 'discovered' that Brandon was a female‐bodied person who 'passed' as male. Halberstam's introduction to the book is a great challenge to the privileging of analysis of space in contemporary social theorizing (drawing on criticisms of works such as David Harvey's) and centering a newer analysis of queer uses of time as a challenge to normative assumptions about family and the nation. In a Queer Time and Place seriously engages the relationship between embodiment and representation, and the urban and rural contrasts in trans theorizing.Meyerowitz, Joanne 2002. How Sex Changed: A History of Transsexuality in the United States. Cambridge, MA, and London, UK: Harvard University Press. How Sex Changed is an elaborate historical examination of the ways sex, gender, and sexuality are tied together in early sexual science studies through the authority of medical and scientific 'experts'. Meyerowitz offers a broad historical and geographic discussion on transsexuality, ranging from the 19th century to the 1980s United States, and at times draws excellent comparisons between the US and European nations in their (often imprecise) dealings with transsexuality. A significant feature of Meyerowitz's work is the tracing of medical and scientific authority over access to technologies that would allow transsexuals to 'change sex'; transsexual narratives countered this authority with their accounts of self. The book illustrates the complex negotiation between what doctors considered to be the reasons and symptoms of transsexuality and the kinds of stories put forth by transsexuals seeking their help.Rubin, Henry 2003. Self‐Made Men: Identity and Embodiment among Transsexual Men. Nashville, TN: Vanderbilt University Press. Self Made Men is a sociological study of the experiences of 22 transsexual men from various US cities. Rubin answers questions about the body and identity for his research subjects by weaving two discussions: of genealogy and phenomenology; the former a more discursive argument, the latter, a more grounded one. In this way, Rubin attempts to engage in structure versus agency theorizing in the narratives shared by the female‐to‐male transsexuals he interviewed. Rubin's book has a significant overlap to Meyerowitz, where he discusses the 1970s division between female‐bodied transsexual and lesbian identifications – worth taking a close look at as well. But Rubin's contributions also attest to the embodied experiences of the transmen he interviewed, by weaving experiences of betrayal and misrecognition, identities in progress, and some of the historical determinants for the development of a male transgender identity.Irvine, Janice 1990. Disorders of Desire: Sex and Gender in Modern American Sexology. Philadelphia, PA: Temple University Press.This book gives a comprehensive look at the sexological field in the 20th century. As a sociologist, Irvine produces a compelling set of critiques of the ways in which a normative set of perspectives – about what takes place in one's sexual lives, about seeking help for sexual health, and about homosexuality and gender variant men and women – is dissected by the fields of psychiatry, psychology, and medicine. The text gives a comprehensive sense of the professionalization of sexology as a field – discussing Alfred Kinsey's work, the visibility and political mobilization of feminists and gay/lesbian groups, and later sexological scholarship on the physiological reactions to sex, erotic sensations, and pleasure. An award‐winning book, this is a great text to combine with readings on the social construction of sex, gender, and sexuality in contemporary USA.Kessler, Suzanne, and Wendy McKenna 2000. 'Who Put the "Trans" in Transgender? Gender Theory and Everyday life.'International Journal of Transgenderism, 4 (3): July–September. http://www.symposion.com/ijt/gilbert/kessler.htm.This very brief online essay offers a set of reflections on the uses and claims of 'trans' as a prefix that means different things to various populations (including academics and transgender people). The authors link their current reflections to their early work (Gender: An Ethnomethodological Approach) in order to politicize the various possible social change results that can come out of radical uses of trans. Their discussion is a refreshing approach that combines sociological and feminist analyses of gender identity in transgender people. Moving through the meanings of trans, and the history of the study of transsexuality and transgender identity nowadays, they evoke a social constructionist perspective to how gender develops, but as well, to how the biological is also a social construction.Mason‐Schrock, Douglas 1996. 'Transsexuals' Narrative Construction of the True Self.'Social Psychology Quarterly, 59 (3): 176–92.This article shows the development of interactive strategies to solidify an identity construction among several identities and experiences expressed in a support group for transsexual, cross‐dresser, transvestites and other gender variant men and women. Through naming, 'modeling', guiding each other through their past histories, and ignoring certain 'facts' about each other's past, the participants in these support groups foregrounded a transsexual narrative, to the detriment of other expressions. The work Mason‐Schrock developed here is an exploration of identity negotiation at its core, and one that merits attention by scholars on gender and sexuality, as well as transgender studies. Centro: Journal of the Center for Puerto Rican Studies. Special Issue: 'Puerto Rican Queer Sexualities', Volume XIX, Number 1 (Spring 2007) (Guest Edited by Luis Aponte‐Parés, Jossianna Arroyo, Elizabeth Crespo‐Kebler, Lawrence La Fountain‐Stokes, and Frances Negrón Muntaner).This special issue of the Centro Journal has an introduction that frames the place of Puerto Rican sexualities in social scientific knowledge. I recommend this issue in particular due to several articles that illustrate the lives of an important Puerto Rican transgender woman (Sylvia Rivera, key figure in the Stonewall riots), as well as José Arria, another key Latino individual whose visibility in the gay/trans communities has often been overlooked. The special issue also reproduced the talk that Sylvia Rivera gave at the Latino Gay Men of New York (the largest Latino gay male group in New York City) in 2000, a few years before her death, as well as an interview with Antonio Pantojas – a long‐time female impersonator in Puerto Rico. For the reader interested in literature, the special issue also includes some discussion and analysis of Caribbean fiction that gave visibility to transgender people.Films and documentaries Screaming Queens: The Riot at Compton's Cafeteria (Victor Silverman, Susan Stryker, writers, directors, producers, 2005). Info at: http://www.screamingqueensmovie.com/.This documentary illustrates a challenge to the notion that a queer revolution started in 1969 in New York City, but instead, was initiated in the Tederloin, a marginalized San Francisco neighborhood. The historical accounts of transwomen that experienced life in the neighborhood where the Compton's cafeteria was located at the time of the riot are presented through interviews and archival documentation. You Don't Know Dick: Courageous Hearts of Transsexual Men (Bestor Cram, Candace Schermerhorn, producers, 1997. Info at: http://www.berkeleymedia.com/catalog/berkeleymedia/films/womens_studies_gender_studies/gay_lesbian_transgender_issues/you_dont_know_dickAlthough old, this documentary shows the stories of several female‐to‐male transsexual men whose lives, their sexual experiences, and their gender negotiations are made evident. A very heartfelt documentary to show students the range of histories of transsexuality in an often ignored group – transgender men.Online materials
Sexuality Research and Social Policy e‐journal. Many articles published in this electronic journal showing the range of trans experiences (see in particular special issues December 2007 and March 2008, co‐edited by Dean Spade and Paisley Currah). Trans‐academics.org. An excellent website with many resources for scholars.
Suggested syllabiInstead of providing a single (and perhaps, narrower) view of 'trans' studies and issues through a sample syllabus, I urge the reader to go to Trans‐academics.org. There are several syllabi addressing the various perspectives in teaching trans issues (and from various disciplines). The page can be accessed here: http://trans‐academics.org/trans_studies_syllabiProject ideas and suggested exercises1. This exercise explores various issues foundational to discussions of trans experiences by looking at self‐representations, or other representations, as well as potential sociological analyses.Take a look at recent films, documentaries, research articles and books, and first person testimonials from transgender people. Divide the classroom into groups of 4–5, and assign each of them a different cultural text/document to look at. After exploring general reactions in each of the groups, assign each of the groups a collective response to some or all of the following questions:
What are the representations of transsexuality or transgender identity or experience in your assigned text? What is the relationship between sex and gender as evidenced in the films/videos/documentaries/articles/research reviewed? What, if any, are the discussions of gender and sexuality in the text? How are first person narratives authorized? What are the underpinnings – the history, the encounters with regulating social institutions, and the community formation as expressed in these texts? How does your group see sociology and sociological analyses in these texts? (This is important to assess whether the source you are reflecting upon is sociological or not.)
2. This assignment may lead students to think critically about the separation of gender and sexuality as analytical constructs. The document utilized also makes students reflect on migratory experiences and whether (and to what extent) they influence one's own knowledge and perceptions about transgender and transsexual experiences.Look at the Sexilio document (a comic‐book style autobiography) in the AIDS Project Los Angeles website (apla.org). Sexilio (Sexile) is a life history of a male‐to‐female transsexual who was born and raised in Cuba, and migrated with the Marielitos, the massive 1980 migration from Cuba to Miami, Florida. It is but one example of a first person illustration of transgender issues that complicates the relationship between gender identity and sexual orientation, adding migration experiences as yet another layer of analysis. Specific links: http://apla.org/publications/sexile/Sexile_web.pdf (English) http://apla.org/espanol/sexilio/Sexilio_web.pdf (Español)3. This assignment is intended to make students aware of the differences between first person representations, and media representations, of trans experiences.Have students research blogs, newspaper articles, films/documentaries, made‐for‐TV movies, other media coverage, and interviews (when available) of trans people that have been recently on the public eye, such as Calpernia Adams, Gwen Araujo, Tyra Hunter, Fred Martinez, and Brandon Teena. Then, have students explore:
What are trans people saying about themselves? (In the cases in which they have said anything about themselves – there are cases where they became well known after death.) What are the various media outlets saying about trans people? Trans experience? (And here, pay special attention to the various media outlets and the regional, cultural, and religious differences, as well as other potential differences, in their reporting.) Are the messages about transsexual and transgender expression/identity clearly separated in these illustrations? Which (re)presentations link homosexuality to transsexuality? Which separate it? Under what arguments are these fusions and distinctions being made?
4. This is an exercise for smaller classrooms, where there can be significantly more discussion about one's own personal experience.Have students evaluate their own gender presentation and the ways in which others attribute their gender identity. For such a discussion, refer to the reflections on Lucal (1999). Then have the students discuss the different meanings of trans as discussed by Kessler and McKenna (2000), or the gender insignia as discussed by West and Zimmerman (1987).Kessler, Suzanne, and Wendy McKenna 2000. 'Who Put the "Trans" in transgender? Gender Theory and Everyday Life.'International Journal of Transgenderism 4 (3): July–September. http://www.symposion.com/ijt/gilbert/kessler.htm.Lucal, Betsy 1999. 'What It Means to Be Gendered Me: Life on the Boundaries of a Dichotomous Gender System.'Gender & Society 13 (6): 781–97.West, Candace; Don H. Zimmerman 1987. 'Doing Gender.'Gender & Society, 1 (2): 125–51.5. This assignment aims to break away from the transgender versus transsexual discussion, by incorporating cross‐dressing and drag performances.Discuss the meanings of 'trans' beyond the transgender and transsexual as explored in the article. Focus on cross‐dressing and drag queen/king discussions, by taking a comparative approach to cross‐dressing among some of the following scholars:Schacht, Steven P. (ed.) 2004. The Drag Queen Anthology: The Absolutely Fabulous but Customary World of Female Impersonators. New York, NY: Haworth Press.Schacht, Steven P. 2002. 'Four renditions of doing female drag: feminine appearing conceptual variations of a masculine theme.' Pp. 157–80 in Gendered Sexualities (Advances in Gender Research, Volume 6), edited by Patricia Gagne and Richard Tewksbury. New York, NY: Elsevier Science Press.Shapiro, Eve. 2007. 'Research Report: Drag Kinging and the Transformation of Gender Identities.'Gender & Society 21 (2): 250–71.Taylor, Verta, and Leila J. Rupp. 2006. 'Learning from Drag Queens.'Contexts, 5 (3): 12–17.Taylor, Verta, and Leila J. Rupp. 2003. Drag Queens at the 801 Cabaret. Chicago, IL: University of Chicago Press.Discuss: What are some of the assumptions about gender that those 'doing drag' engage in? Likewise, what are some of the ways in which the researchers apply those assumptions themselves? Is there a difference between cross‐dressing and drag? Have the students exhaust the potential differences, and name what they perceive to be the similarities between the two.If possible, further the conversation by incorporating drag and cross dressing as part of the transgender umbrella term. What are some of the historical implications of drag and cross‐dressing? Where do they see cross‐dressing in relation to sex, gender, and sexuality? And doing drag? Do they see a distinction between doing drag for female‐bodied and male‐bodied individuals? If yes, how so? If no, why not?6. This assignment is intended for a theory or sociology of gender class where theoretical discussions are expected – ideally, an upper‐level sociology course.Discuss the ways in which ethnomethodology, phenomenology, symbolic interactionism, cultural studies, queer theory, and discourse analysis all frame transgender and transsexual experience. Use any of the sociology references in the 'Transgender and Transsexual Studies' article.
Alexis de Tocqueville was the first author to correctly underline some of the main factors that stimulated, or better yet triggered, a series of events that led to the social and politically structure based radical changes implemented by the French Revolution. Tocqueville properly highlighted which social and political aspects of the Old Regime not only survived, but were strengthen and vigorously adopted by the Revolution and its begotten system. In this sense, he was able to demystify the French Revolution from its characteristically tabula rasa, or national foundational-stone, kind of event given by later post-revolution French governments. The French Revolution transformed many things from its roots, but so many remained unchanged or were even reinforced. Tocqueville's The Old Regime and the French Revolution masterfully embodies Lampedusa's famous dixit in Il Gattopardo: "The more things change the more they remain the same". On the other hand, Tocqueville's work suffers from a few shortcomings. First, he tries so emphatically to demonstrate the continuances between the Ancient Regime and the post-revolution system that he almost completely undermines the social and political changes brought up by the Revolution. Secondly, he does not pay any kind of attention to exogenous or international system factors. Tocqueville, actually, disregards them as having any role in the revolution's origins. This paper will briefly comment on Tocqueville's factors that triggered the French Revolution and briefly comment on the variables that he did not consider.It is rather interesting to see that Tocqueville defines the French Revolution as a religious revolution but with no anti-religious goals. He defines the revolution in such terms in order to emphasize its universal aspiration. The French Revolution originated in France but dealt with issues that were common to all humanity. The revolution tried, not only, to free the Frenchmen but all men. Tocqueville refers to the Revolution's philosophical foundations: the Enlightenment. During the second half of the 18th century, France was its cradle. The Enlightenment's ideas achieved for universal freedom from despotic rule. They were notorious among the kings' court, the nobility and the rapidly growing upper bourgeoisie and, finally, were the intellectual product of aristocratic individuals. In this way, Tocqueville points out how the French nobility was going to be one of the main factors of the French Revolution in two distinct ways. First, the Enlightenment's political and social ideas, which were the core of the political ideology that would embody the Revolution and inspire the policies enacted after July 1789, were a conception of aristocratic minds. The nobility, in a way, conceived the ideas that would later on politically, socially and morally justify and legitimize their downfall. Secondly, according to Tocqueville it was the French aristocracy who first rebelled against the absolutist monarchical power. The nobles did not only conceive the ideas that would destroy them, they also actually started a series of events that would culminate in a Revolution that they did not envisage and that would ultimately decimate them. Tocqueville accurately recognizes that it was the French aristocracy that petitioned the calling of the General Estates in 1787 because they were trying to impede the Monarchy's last possible financial resort at its hand: the taxation of the nobility. Tocqueville actually downgrades the fiscal constraints to which the French State was subject at the end of the 18th century. He argues that the State's bankruptcy was not an issue because it was not the first time that a similar situation happened to the French Crown and because between 1780 and 1789 France was a more economically prosperous country than during the Seven Years War and the American Independence War. The issue was not that the Crown did not have any money; it was that the State decided to end with the centuries' long aristocracy's exception of taxation; which resulted in nobility's rebellion. Tocqueville describes how the French nobility had lost its feudal role and, instead, it primarily dedicated to civil management, most importantly court and fiscal administration; to rent their lands to small peasants; and, to partake in the King's court. All of them were exempted from taxation just because they owned a noble title. Tocqueville underlines the pivotal role that the nobility played in being civic servants. Even if many members of Absolutist regime's bureaucracy were bourgeois, the courts, fiscal agencies and other institutions, like the provincial parliaments and the municipal councils, were almost exclusively integrated by noblemen. The central power of the State and its immense bureaucracy is one of the continuities that Tocqueville sees between the old and the new regime; particularly, the idea of a bureaucratic machine managed by elites. As Tocqueville, and much later Perry Anderson, notice, the French aristocracy had an enormous control over the Absolutist system; the Monarchy could only enact its desired policies when they did not harm the nobility's interests(1). If any decision taken by the Crown was detrimental to their interests then they would have obstructed its implementation in an institutional way: the aristocratic packed courts and provincial parliaments would have delayed or refused to execute any unfavorable provision (2). The French aristocracy, then, obstructed the French Monarchy's taxation plan and pressured the King to call the General Estates in 1787. The upper bourgeoisie, on the other hand, favored the Crown's taxation plan but wanted to take advantage of the General Estates calling in order to gain more leverage in the tax reform's decision process (3). Either way, it was the French nobility's rebellious attitude against the King that would prompt the next series of events. Much has been said about this aristocratic political defiance; Tocqueville does not regard nobility's actions as a way to transform Absolutist France into a British kind of constitutional monarchy where the aristocracy would obtain political dominance, with regards to the Crown and the upper bourgeoisie, through an income-based or landownership-based representative parliament (4). He just perceives these actions as the last available desperate option to a soon to be old socio-economic system's class. French aristocracy had become a burden to France. If they did not turn themselves into a productive force, like the growing bourgeoisie, they would remain a useless, parasitic and institutionally over-represented class in the eyes of France's main economic sector: the peasants. As stated before, Tocqueville does not give too much of a relevant role to the bourgeoisie in the origins of the French Revolution. Both the upper and lower middle class would have a greater role after the 14th of July 1789. Instead, he sees the roots of the Revolution in the French aristocracy, as indicated above, and in the French peasantry. Tocqueville is able to empirically prove that the feudal agrarian system was almost dead in 18th century France. Seigniorial-peasantry relationships just amounted to land-renting, hunting and pasture privileges and harvest's percentage rendering (5). However, peasants were drowning in taxes. More than 75% of their returns were destined to the French central State, to the regional or provincial departments and to the municipalities (6). The last two were mainly aristocratic conformed institutions. Additionally, peasants were forced to give in to the central State's or departmental authorities a substantial percentage of their harvest for the urban populations. Furthermore, if it is considered that during the 1780s a series of famines and bad harvests produced a serious of food shortages, where commodity's high prices could not compensate the limited quantity of offered goods, worsening the peasantry conditions. Then, it is no surprise that there was a growing discontent among the peasants against the Crown failed foreign policies endeavors, that they were supporting with their work and their children, and against the aristocracy's unproductive and untaxed life style that they had to provide for (7). Here, Tocqueville discerns continuity between the old and the new regime: France after the revolution will still be mostly peasant and they will still be severely burdened with taxes and wars but a new kind of political system will replace Monarchy and a new class will replace the aristocracy. All those circumstances were the catalyst for a sequence of peasant's rebellions, starting in 1788, that overwhelmed the Monarchy's police authority (8). Ironically, the Crown was unable to contain the rising revolts because its repressive power depended on army garrisons that were headed by the aristocracy, whom, at first, refrained from suppressing in order to pressure the King with no taxation. The fateful combination of the rebellion of the dominant classes against the regime's authority plus the total breaking of the State's repressive power permitted an all-out uprising of the lower classes. Peasants and middle classmen were able to take the reins of the revolution and change the French socio-political system according to their interests. Regardless of Tocqueville's successful achievement in identifying the origins of the French Revolution, (the aristocracy refusal to be taxed and the peasantry's discontent on the nobility's untaxed privileges) it has to be said that no exogenous factors are taken into consideration. Tocqueville did not agree with the idea that the American Independence War depletion of France's reserves had provoked the civil unrest that later triggered the revolution. Even if the causal correlation between the American Revolution and the French one is indirect, international systemic variables did matter in the revolution's inception. Without strong international competition from a rising industrialist country like Great Britain and a series of military defeats, the French Monarchy would have not had to resort to tax the aristocracy and the regime's repressive mechanisms would have worked and effectively stopped the peasant's uprisings (9). Finally, Tocqueville sees the bourgeoisie a class that masterfully took advantage of a revolution that they did not originated. Even if the role of the bourgeoisie may have been greatly exaggerated in the French Revolution's narrations, it still had a pivotal role in confronting the aristocratic courts and parliaments; in replacing the nobility as civic servants; and, in obstructing the aristocracy's crave for an exclusive political role in State's decisions. Without the upper and lower middle class, nobility may have gained total control of the Absolutist system (10). Lastly, it has to be said that there are moments where Tocqueville affirms that political and social freedom were greater during the Ancient Regime than afterwards. These statements have to take into account Tocqueville's own historical context and personal life at that moment. He had self-exiled from politics after Louis Bonaparte coup d'état in December 1852 and was completely aware that Napoleon's III regime was a new kind of authoritarian system with more repressive and despotic rule than the pre-revolutionary Absolutist regimes. Nevertheless, Tocqueville's work stands out among the best and most descriptive analysis of the French Revolution's origins. His emphasis on underlining the continuances between the old regime and the new one and the almost complete lack of attention paid to the important and radical social and political changes brought by the Revolution have to attributed to the fact that The Old Regime and the French Revolution was the first part of his uncompleted work on the revolution; which had it been continued and concluded would have certainly highlighted the system-changing ideas enacted after July 1789.1) See Anderson, Perry, Linages of the Absolutist Sate, New Left Books, London, 1974. It is rather interesting to compare Tocqueville take on the French State compared with his views on the United States. He argues that one of the main differences between of how the Frenchmen and the American perceived the State was that the first ones saw it as place to look for working positions an mode of living, while the latter had a completely opposite idea.(2) See Skocpol, Theda, States and Social Revolutions. A comparative Analysis of France, Russia & China, Cambridge University Press, New York, 1979, pp. 56-60.(3) See Furet, Francois and Richet, Denis, The French Revolution, Macmillan, New York, 1970.(4) See Cobban, Alfred, Old Regime and Revolution, 1715-1799, Penguin, Baltimore, 1957, pp.155.(5) See Moore Barrington, The Social Origins of Dictatorship and Democracy: Lord and Peasant in the Making of the Modern World, Beacon Press, Boston, 1966, pp. 40-108. (6) See Skocpol, Theda, States and Social Revolutions. A comparative Analysis of France, Russia & China, Cambridge University Press, New York, 1979, pp. 119.(7) See Moore Barrington, The Social Origins of Dictatorship and Democracy: Lord and Peasant in the Making of the Modern World, Beacon Press, Boston, 1966, pp. 40-108. (8) See Skocpol, Theda, States and Social Revolutions. A comparative Analysis of France, Russia & China, Cambridge University Press, New York, 1979, pp. 121.(9) See Skocpol, Theda, States and Social Revolutions. A comparative Analysis of France, Russia & China, Cambridge University Press, New York, 1979, pp. 60-65.(10) See Moore Barrington, The Social Origins of Dictatorship and Democracy: Lord and Peasant in the Making of the Modern World, Beacon Press, Boston, 1966, pp. 40-108. Moore's famous theory: weak landlords but strong bourgeoisie give rise to democratic system like the French on.*Estudiante de Doctorado, New School for Social Research, New YorkMaestría en Estudios Internacionales, Universidad Torcuato Di Tella, Buenos AiresÁrea de Especialización: Procesos de formación del Estado moderno, sociología de la guerra, terrorismo, genocidio, conflictos étnicos, nacionalismos y minorías.
As late back as 1993, Ahmed noted that many Muslims voiced concern of the negative representation of Islam and Muslims by the Western media. However, following on from such incidents as the Rushdie affair, the first Gulf War and 9/11, interest in media representations of Islam have grown. An ever‐increasing body of research has argued that the images, representations and discourses relating to Islam and Muslims in mainstream Western media tend to be negative and hostile (Poole and Richardson 2006). Various studies have examined the specific relationship between media and Islam (Ahmed 1993; Runnymede Trust 1997); the representations of Muslim minorities in the West (Allen 2005; Poole 2002) and others on Muslims and Islam in the global media (Poole and Richardson 2006; Zelizer and Allan 2002). Ideologically, these constructions can be traced back the expansion of Western imperialism where a dichotomy of 'West' versus 'East' was constructed (Said 1978).The following suggested reading list provides a starting point for researchers that are interested in exploring issues of representation and minority groups. This is not an exhaustive list but provides some of the fundamental texts that help us to understand the relationship between one minority group in the West (i.e. Muslims) and their representations in the media.The reading list is constructed in the following way. First, it presents key cultural theory (i.e. Orientalism) and relates this to issues of 'race'. Second, it examines the link between media research on minority groups and representations of Muslims/Islam. Finally, it provides some background knowledge on Muslims/Islam within the West.Suggested textsCultural theorySaid, Edward 1978. Orientalism. London, UK: Penguin (republished, 2003 and 2005).Edward Said's Orientalism (1978) is a theory that has transformed the ways in which power relations between West and East can be understood. This explores the ideas that have become embedded in Western culture through history that justify imperialism/colonialism on the basis that the West is viewed as superior to the East. Within the book, Said offers three major claims. First, he describes Orientalism as an objective, disinterested and esoteric set of ideas, the overall function of which is to serve political ends. These, for example, provided an ideological justification for Orientalist scholars to allow Europeans to take over Oriental lands. Second, Said looks at how these tools are important in helping Europe to define its image and to establish and maintain opposites and others. On this basis, Europe was given its own cultural and intellectual superiority over Islamic cultures, and this led the West to see the Islamic culture as static both in place and time. Third, Said points out that Orientalism has produced a false description of Islamic cultures, including a belief that that it is possible to unconditionally define the essential qualities of a whole Islamic culture and the people within it. The qualities of this culture are usually defined in negative terms.The following link provides a summary by Said on the new edition of Orientalism: http://books.guardian.co.uk/review/story/0,12084,1010417,00.html (last accessed 24 June 2008)Ferguson, Robert 1998. Representing 'Race': Ideology, Identity, and the Media. London, UK: Arnold.The operations of ideology in the media are also discussed in Representing 'Race'. Ferguson argues that the study of 'race' and the media cannot be seriously undertaken without engaging with theories of ideology and without an awareness of contemporary theoretical work, such as approaches to Orientalism, hegemony and critical discourse analysis. Ferguson also highlights the danger of accepting at face value socially constructed and ideologically charged notions such as 'race'. The book also provides a useful summary and critique of Orientalism and applies various concepts to case studies within the media.For a good analysis of how hegemony, representation and notions of 'race' are intertwined that draws upon Ferguson's work, see the following: Can Gramsci's theory of hegemony help us to understand the representation of ethnic minorities in western television and cinema? By Reena Mistry at http://www.theory.org.uk/ctr‐rol6.htm (last accessed 24 June 2008).Media and 'race'Cottle, Simon 2000. Ethnic Minorities and the Media: Changing Cultural Boundaries. Buckingham, UK: Open University Press.This key text brings together international researchers who have investigated some of the latest issues, debates and examples informing the field of ethnic minorities and the media. It provides a useful opening chapter that reviews the developments within this field. It also explores changes in media representations as well as different approaches that examine discourse, production and identity and debates within broader media theory such those about the media' role as the public sphere.Van Dijk, Teun 1991. Racism and the Press. London, UK: Sage.Van Dijk notes that most white people have very little contact with ethnic minorities and that their attitudes towards ethnic groups are therefore influenced on this basis by the media. He states that the media play a central role in the reproduction of racism in Western countries. Using discourse analysis, his book investigates the nature of the existence of racism through an analysis of statements on racial/ethnic relations found within the Dutch and British press. Van Dijk links the idea of 'primary definers' to the notion that the media constitute an 'elite' in society. Whilst accepting that the media represent conflicts over these ideas that include the voices of other social actors, he argues that in terms of race and ethnicity, an ethnic consensus is prevalent here. Van Dijk notes that the media constitute a cultural elite, and as the experts in matters of 'formulation' (and re‐formulation), the media produce the dominant discourse environment of a racist society.A collection Van Dijk's work on racism, discourse analysis and media can be found on the following web site: http://www.discourses.org Representations of Islam/muslims in the mediaPoole, Elizabeth 2002. Reporting Islam: Media Representations of British Muslims. London, UK: I.B. Tauris.Poole examines the claim that Muslims are negatively represented in the British press. She argues that media images of Muslims are informed by official definitions of Islam that serve elite interests and that these change over time to suit political purposes. Orientalist discourses, it is argued here for example, maintain the view of Islam as a coherent, trans‐national monolithic force that has been engaged in a confrontational relationship with the West throughout history. The book makes clear and concise connections between theory and representation and provides excellent examples to illustrate this.Poole, Elizabeth and John Richardson (Eds) 2006. Muslims and the News Media. London, UK: I.B. Tauris.This book examines the role and representations of Muslims in the news media in context of the current discussions of the 'War on Terror'. It includes chapters by both academic authorities and media practitioners and demonstrates how theory can be exemplified in practice. Furthermore, it is set in both a British and international context and recognizes similarities and differences present within coverage from around the globe. From a media perspective, the book clearly explores the connections between national/global context, content, production and different audiences (Muslim and non‐Muslim) and looks also at how Muslim media is organized and structured.Muslim minorities in the WestModood, Tariq 2006. Multicultural Politics: Racism, Ethnicity and Muslims in Britain. Edinburgh, UK: Edinburgh University Press.In Multicultural Politics, Tariq Modood explores how much of the 'blame' for the failure of multiculturalism has been attached to Islamic culture's incompatibility with the 'democratic' principles of the West. Arguing that the old 'racial' division of black–white has been complicated by factors such as cultural racism and the rise of Islamophobia, the book moves to chart these developments within the British context whilst also paying attention to global political developments. The book has an impressive range of topics covered such as 'race', racism, Islamophobia, the multicultural debate and even summarizes broader relevant cultural theory.Films, videos and on‐line sourcesVisual sources are an excellent teaching method that can be employed to explain theories of 'race' and media representation. Rather than concentrate on 'actual' films, videos online material that may considered Islamophobic the following provides academic and more critical sources that may be useful for teaching issues of Islam, Muslims, minority representation and even 'race'.Edward Said: On Orientalism (1998)In this documentary, Said talks about the context within which his book was conceived, its main themes and how its original thesis and ideas still relate to a contemporary understanding of 'the Orient' that is represented in the mass media and wider public politics.A brief version of the documentary can be found here: http://www.youtube.com/watch?v=xwCOSkXR_Cw http://www.youtube.com/watch?v=BjlRR‐qRkcc (last accessed 26 June 2008)Reel Bad Arabs: How Hollywood Vilifies a People (2008)Race, the Floating Signifier: Featuring Stuart Hall (2006)Stuart Hall discusses the concept of 'race' and how race is represented and naturalized in the media. This interview gives relevant examples to help to understand the concept of mediated representations. http://www.youtube.com/watch?v=7cxBOdBoxpg&feature=related (last accessed June 26 2008)A documentary supported by the Media Education Forum based on academic research on how Muslims/Islam/Arabs are represented (and treated as a homogenous group) by Hollywood. It builds upon media representations of various minority groups and then looks specifically at similarities and differences in Arab portrayalsThe trailer and a brief version of the documentary can be found at: http://www.youtube.com/watch?v=Ko_N4BcaIPY http://www.democracynow.org/2007/10/19/reel_bad_arabs_how_hollywood_vilifies (both last accessed 26 June 2008)Online sourcesRace, racism and ethnic minority affairs http://www.cre.gov.uk/ The home page for the Commission for Racial Equality provides up to date information on news and current affairs. It also provides links to a variety of other relevant sources form the media to black history groups. http://www.irr.org.uk The Institute of Race Relations (IRR) was established as an independent educational charity in 1958 to carry out research, publish and collect resources on race relations throughout the world. This website contains links to academic research, policy research and also media stories that are relevant to anyone interested in the area of 'race' and ethnicity. It also published the highly respected journal 'Race and Class'. http://www.islamophobia‐watch.com/islamophobia‐watch/ The above link also provides useful information on examples of racist and Islamaphobic sources that maybe useful for teaching or illuminating theories. I have purposefully not included the original links to many of these because they are, in my opinion, racist. http://www.guardian.co.uk/race The Guardian has a link to a database of back issues of relevant race articles. These include information on media representations and provide links to a variety of other sources as well as events/topics such as 9/11 and Asylum Issues. http://www.johnpilger.com/ This site contains articles on a variety of opinions from the respected author John Pilger. Much of this is relevant to issues of 'race' and ethnicity. http://www.insted.co.uk/islam.html The above links to a full text of the commission's 2004 report, plus also some extracts from it, including Islamophobia and Race Relations and Debate and Disagreement. http://www.fairuk.org/ Useful range of recent newspaper articles and several valuable fact sheets.Sample SyllabusModule justificationIt is clear that as issues of race, ethnicity and religion are as crucial to the 21st century as at any time in human history. We need to build clear understanding of these topics as well as an awareness of how they have evolved into present debates. Many of these debates and issues have invoked the use of racial, ethnic or national terminology but the discussion is not always fashioned around theories of 'old' racism but around concepts of 'new' racism.Whilst traditional notions of racism may have been challenged, these have been replaced in the West by fears of minority cultures, especially fear of Muslims. Following the terrorist attacks on New York and Washington, the subsequent War on Terrorism has in some quarters been debated in terms of a clash of civilisations invoking representations of the 'Others' and based on historical conceptions of the 'Orient'.Furthermore, the European community as a whole is now debating issues of asylum seekers and refugees in what could be argued to be ethnic and racial terms. Thus, there is a need for a module that examines issues of race and ethnicity by linking media representations with theoretical and historical considerations.Section 1 Theories of 'race', racism and the 'other'This reading looks at how the concept of 'race' has been ideologically constructed. This will be done by examining race theory and applying this to historical and contemporary examples.Donald, James 1992. Cultural Identity. London, UK: Sage/Open University.Dyer, Richard 1997. White. London, UK: Routledge.Fryer, Peter 1984. Staying Power: History of Black People in Britain. London, UK: Pluto Press.Gilroy, Paul 1993. Small Acts: thoughts on the politics of black cultures. London, UK: Serpent's Tail.Gilroy, Paul 1987. There Ain't No Black In The Union Jack. London, UK: Hutchinson.Hiro, Dilip 1991. Black British, White British, 2nd edn. London, UK: Grafton Books.Mason, David 1995 Race and Ethnicty in Modern Britain. Oxford, UK: Oxford University Press.Modood, Tariq 1997 Ethnic Minorities in Britain: Diversity and Disadvantage. London, UK: PSI.Solomos, John 1993. Race and Racism in Contemporary Britain. Basingstoke, UK: MacMillan.Solomos John and Les Back 1996. Racism and Society. Basingstoke, UK: MacMillan. Possible Seminar discussion Is racism about class or colour? Would you consider yourself racist? Section 2 'Race' history and imperialismThis reading examines how representations of race and culture are mediated through ideological power and explain this through historical and contemporary examples.Bhabba, Hommi 1990. Nation and Narration. London, UK: Routledge.Fanon, Frantz 1986. Black Skin: White Masks. London, UK: Pluto.Gandhi, Leela 1998. Postcolonial Theory: A Critical Introduction. Edinburgh, UK: Edinburgh University Press.Said, Edward 1978. Orientalism: Western Conceptions of the Orient. London, UK: Penguin Books.Said, Edward 1997. Covering Islam. London, UK: Vintage.Section 3 Islam, Islamophobia and cultural racismThese readings look at how constructions of religion in popular media are increasingly racialised and consider at the case study of Western media representations of Islam and Muslim communities.Ahmed, Akbar 1992. Postmodernism and Islam. London, UK: Routledge.Anthias, Floya and Yuval‐Davis, Nira 1992. Racialized Boundaries. London, UK: Routledge.Ballard, Roger (Ed.) 1994. Desh Pradesh, The South Asian Presence in Britain. London, UK: Hurst and Co.Conway, Gerald 1997. Islamophobia: A Challenge for Us All. London, UK: Runnymede Trust.Modood, Tariq 2006. Multicultural Politics: Racism, Ethnicity and Muslims in Britain. London, UK: I.B. Tauris.Said, Edward 1978. Orientalism: Western Conceptions of the Orient. London, UK: Penguin Books.Said, Edward 1997. Covering Islam. London, UK: Vintage.Note * Correspondence address: Department of Media and Cultural Studies, University of Sunderland, St Peters Campus, SR6 ODD. Email: amir.saeed@sunderland.ac.uk
Un viejo proverbio chino señala que "la puerta mejor cerrada es aquella que puede dejarse abierta". Efectivamente la transformación de China durante la segunda mitad del siglo XX grafica este dicho. De manera impensada para muchos, luego de casi tres décadas de férreo control estatal sobre la economía bajo el liderazgo de Mao Zedong, la dirigencia china que lo sucedió en el poder decidió hacia fines de los setenta "abrir una puerta bien cerrada" y emprender un ambicioso proceso de modernización, liberalización y apertura económica. De la mano de Zhou Enlai primero y Deng Xiaoping después, el Estado chino se embarcó en la tarea de modernizar dentro del país su sector agrícola, su estructura productiva, la ciencia y tecnología y la defensa nacional. El interés central detrás de esta transformación radicaba en acortar la brecha de desarrollo existente con los países más avanzados, situación que se reflejaba en el éxito económico de "vecinos" como Japón, Corea del Sur, Taiwán y Hong Kong. Para Deng, China sólo podría convertirse en una gran potencia a través de una política sistemática de modernización, con énfasis en el desarrollo económico y manteniendo la estructura de control político del Partido Comunista (Wilhelmy y Soto, 2005: 52). El desafío a superar consistía en dejar atrás una empobrecida, cerrada y estancada economía planificada y avanzar en la configuración de una economía competitiva. En la opinión del periodista Li Datong (2009), la política de reformas contó a grandes rasgos con dos etapas bien claras. En la primera, que se extendió de 1978 a 1989, el ímpetu de cambio fue puesto en la reducción de la pobreza rural y urbana. En la segunda, iniciada en 1992 con el famoso viaje de Deng al sur del país y culminada en el 2001 con el ingreso de China a la Organización Mundial de Comercio, el gobierno en estrecha alianza con sectores empresariales concentró esfuerzos en impulsar el crecimiento económico.Las principales medidas adoptadas consistieron en: la descolectivización de la agricultura y la autorización del uso privado de las tierras comunales (household responsibility system); el levantamiento de la prohibición para realizar actividades empresariales de índole privada; la apertura por primera vez desde la Revolución de 1948 al ingreso de capitales extranjeros; la creación de zonas económicas especiales y de apertura (existen actualmente una veintena, entre ciudades, provincias y áreas costeras); la privatización de numerosas empresas (a excepción de algunos grandes monopolios vinculados a energía y al sistema bancario); la descentralización del control estatal nacional hacia los gobiernos provinciales; la reducción general de aranceles y barreras comerciales; y el reconocimiento legal en 2005 de la propiedad privada.Estas reformas hicieron posible el denominado "milagro chino", la gran performance económica desatada a partir de 1978. Entre aquel año y el 2006 China mantuvo un promedio anual de crecimiento del 9,7%, tendencia que sólo se interrumpió tras los incidentes de la Plaza de Tiananmen en 1989 y que apenas se redujo en 1997 y 1998 durante la dura crisis asiática (Zhao, 2006: 3). Asimismo, mientras en los objetivos iniciales se esperaba cuadruplicar el PIB para comienzos del siglo XX, el desempeño real arrojó un impresionante crecimiento de trece veces del PIB de 1978 hacia el año 2006. En materia comercial, su comercio exterior se ha quintuplicado en los últimos diez años, mientras que su participación en el comercio mundial en ese mismo período se ha más que duplicado, llegando en 2007 al 9% de las exportaciones y al 6,8% de las importaciones globales. Además, China incrementó su penetración en los mercados de las economías desarrolladas y simultáneamente se transformó en un importante destino de exportación, especialmente para las economías de la región asiática, convirtiéndose en un nuevo eje del comercio mundial –segundo exportador y tercer importador en 2007–, disputando así el papel de Estados Unidos, la Unión Europea y Japón (D'Elía et al., 2008: 67-8). Una de las principales fuentes de esta expansión comercial ha sido el creciente emplazamiento de firmas extranjeras en el país, las que se valen de los bajos costos de producción para sus operaciones. La participación de dichas firmas en las exportaciones chinas aumentó del 10% en 1990 a casi un 60% en 2004 (Blonigen y Ma, 2010: 475). Este fenómeno denominado "processing trade"explica que China se haya convertido en el principal receptor entre los países en desarrollo de inversión extranjera directa por primera vez en 1993 y uno de los tres primeros a nivel mundial entre 2003 y 2005 (Cheng y Ma, 2010: 545). Conjuntamente, el doble éxito comercial y en atracción de capitales apuntaló también las reservas internacionales. Mientras que en 1992 se registraron reservas por 19 mil millones de dólares, equivalente a un 4% del PIB, tan sólo quince años después éstas alcanzaron 1,4 billones, correspondiente al 50% del PIB (Truman, 2008: 169).A nivel doméstico, la principal transformación ha consistido en el establecimiento gradual de una "economía de mercado socialista". Su avance se evidencia en que hacia 1979 la totalidad de las industrias eran estatales o "colectivas" y el Estado controlaba los precios del 97% de los productos en circulación, mientras que hacia fines de la década de los noventa, menos del 30% de las empresas seguían siendo estatales y las fuerzas del mercado fijaban ya el 97% de los precios. Desde el 2001 estos márgenes se han mantenido mayormente constantes. Pero este ascenso económico posee una contracara de obstáculos, desafíos y debilidades bien marcados que pondrán a prueba la potencialidad de crecimiento a futuro. Por un lado, China es todavía un país pobre en términos de su ingreso per capita, estimado en aproximadamente U$S 3.000 anuales, lo que equivale sólo al 10% de los ingresos registrados en Estados Unidos y Europa. Este bajo registro se conjuga con una mayor desigualdad y una aguda concentración de los ingresos, siendo el 90% de la riqueza acaparada por el 1% más rico de la población (Datong, 2009). La razón detrás de éste pasivo social yace en las privatizaciones, la liberalización y el marcado contraste entre el interior del país y las más dinámicas zonas costeras e industriales —el 57% del PIB se produce en el este de China, un 26% en la región central y apenas el 17% en el oeste (D´Elía et al., 2008: 69). Consecuentemente, ello explica que el crecimiento de la economía esté principalmente impulsado por las exportaciones y la inversión más que por el consumo doméstico. Por el otro lado, los problemas ambientales se han vuelto verdaderamente acuciantes de la mano de este crecimiento. China ha reemplazado recientemente a los Estados Unidos como principal emisor mundial de gases de efecto invernadero. A causa del creciente parque automotriz, las industrias contaminantes y las numerosas plantas procesadoras de carbón, la calidad del aire se ha deteriorado en las principales ciudades. Así, por ejemplo, la concentración de partículas tóxicas inhalables en Beijing en el año 2008 superó en un 80% el estándar tolerable fijado por la Organización Mundial de la Salud (Jacobs, 2010). En las zonas rurales, la masificación del uso de fertilizantes y agrotóxicos para apuntalar la productividad de la agricultura ha contaminado buena parte de las cuencas hídricas.En el plano de los desafíos, debe sumarse que China no es una democracia. El sistema de gobierno es esencialmente autoritario, regido por actores que se imponen en contiendas intrapartidistas y burocráticas libradas a puertas cerradas en Beijing (Wilhelmy y Soto, 2005: 53). Lejos de ser China una "sociedad armónica", se han registrado al compás de las transformaciones importantes conflictos sociales con base en diferentes reclamos: mayor democratización, mejores condiciones de vida, reconocimiento de autonomía política en el caso del Tíbet, etc. Desde los años de Deng, la regla ha sido la aplicación de una política de "mano dura" para contener el disenso interno —como se evidenció en la plaza de Tiananmen en 1989. No obstante, este disenso ha ido en ascenso. En septiembre de 2003, Human Rights Watch informó que más de tres millones de personas se movilizaron en distintas protestas en sólo un mes y que, en más de cien casos a lo largo del país, los reclamos escalaron en violentos choques con las fuerzas de seguridad locales y la destrucción de edificios gubernamentales (Becker, 2006: 169). Por tanto, resta ver cómo el sistema político logra adaptarse a las radicales modificaciones sociales en curso y da cabida a nuevos actores en la lucha por el poder. A pesar de estos desafíos por resolver, existe un fuerte consenso mundial sobre el actual proceso de ascenso de China al status de gran potencia. La célebre predicción de Napoleón —"Let China sleep, for when she wakes, she will shake the world"—, parece estar siendo confirmada (Kynge, 2006). En efecto, "China is reemerging as a major power after one hundred and fifty years of being a weak player on the world stage—a brief hiatus in China's long history", de acuerdo con Susan Shirk (2007: 4), máxima responsable en el Departamento de Estado de las relaciones con China durante la administración Clinton. Si se considera su situación estructural, una estimación reciente del poder comprehensivo de China comparada con las otras grandes potencias del sistema internacional arroja los siguientes resultados. Allí se advierte que China es la única potencia con un status fuerte de poder en cada una de las dimensiones contempladas y por tanto la principal competidora estratégica detrás de la superpotencia estadounidense. Pero el nuevo protagonismo chino también se percibe de una manera más dinámica. Crecientemente el país empieza a desempeñar roles críticos en distintos asuntos de interés mundial, desde la no proliferación hasta el cambio climático, además de ser materia de controversia en Occidente en asuntos relacionados con la pérdida de empleos, déficits comerciales y derechos humanos. En la última década, además, China ha combinado su dinamismo económico con políticas pragmáticas de seguridad y defensa y un fuerte activismo diplomático, gracias a lo cual ha empezado a establecer sólidas relaciones no sólo en toda Asia sino también en Europa, África y Sudamérica, aprovechando en buena medida los "espacios" generados por la focalización de los Estados Unidos en las guerras de Afganistán e Irak y la lucha contra el AlQaeda (Gill, 2007: 1).En el caso particular de América Latina, el carácter actual de los vínculos con China se remonta a la finalización de la Guerra Fría. Fue entonces cuando la desideologización de la política exterior del gigante asiático y el auge del proceso de globalización brindaron un marco propicio para una fuerte expansión económica de las relaciones sino-latinoamericanas (Cesarín, 2006: 52). Algunas cifras ilustran el fenómeno. Las exportaciones de América Latina y el Caribe a China aumentaron en forma súbita desde los US$1.500 millones en 1990, a los casi US$3.000 millones en 1995 y US$5.400 millones en 2000, para crecer posteriormente un 42% anual entre 2000 y 2004 hasta llegar a superar los US$21.000 millones en 2004. En 2003, los recursos primarios representaban el 45,5% de la canasta (Davy, 2008: 4). Por su parte, las exportaciones chinas a la región durante la década de los 90 crecieron más de cinco veces, logrando un superávit comercial global que perduró hasta el 2002. Sin embargo, con los países ricos en recursos naturales como Brasil, Argentina, Chile y Perú, la balanza mercantil resultó deficitaria para Beijing (Cheng, 2006).El interés chino en los países del subcontinente se ha vuelto desde entonces más claro: América Latina constituye un importante reservorio de materias primas, alimentos y recursos naturales necesarios para la prosecución de su crecimiento —no debe perderse de vista que China importa el 30% del petróleo que consume, el 45% del mineral de hierro, el 44% de otros metales no ferrosos y una proporción cada vez más alta de productos agrícolas. El patrón de intercambio comercial y de inversiones en los últimos años refleja dicho interés: minería y forestación (Perú y Chile), pesca, agroalimentos y petróleo (Argentina y Venezuela), mineral de hierro y acero (Brasil), producción de alimentos (Brasil, Chile, Argentina y Perú) y minería (Perú, Colombia, Chile). (Cesarín, 2006: 52-3.) En efecto, la relativa bonanza económica latinoamericana de comienzos de siglo —en parte— se debe a la fuerte demanda china de este tipo de bienes y commoditiesque traccionó al alza los precios internacionales. Para algunos, esto representa una importante oportunidad de optimizar los procesos subregionales de integración e impulsar cambios en las estructuras productivas nacionales mediante la participación inversora de firmas chinas (Cesarín, 2005: 3). Pero esta situación, en principio favorable, amerita una reflexión cautelosa en la medida en que "el auge de los commodities encubre los riesgos inherentes de depender de un sector volátil y en gran medida poco calificado para el sostenimiento de un crecimiento económico a largo plazo y la prosperidad" (Davy, 2008: 2). En este sentido, China ofrece a la región oportunidades pero también desafíos: detrás de los cantos de sirena, se esconde el peligro de un comercio asimétrico que conduzca a la reedición de lazos de dependencia y a una inserción internacional de América Latina subordinada a los dictados de una gran potencia distante. Precisamente, el profesor Julio Sevares (2007: 12) ve en la relación económica Latinoamérica-China no una relación Sur-Sur, sino más bien el clásico esquema comercial Norte-Sur y el patrón inversor de tipo extractivo británico del siglo XIX.Con respecto estrictamente al plano político-estratégico, dos cuestiones deben considerarse. La primera es que China resulta para muchos de los liderazgos latinoamericanos un simpático ejemplo de éxito en materia de reformas dado el importante rol estatal en la conducción de la transformación económica. Representa así un exitoso experimento, distinto de las propuestas neoliberales que fracasaron en América Latina (Cesarín, 2010: 8). Y la segunda, es que la irrupción de China en la región plantea interrogantes sobre la eventual reacción de los Estados Unidos ante un eventual socavamiento de influencia en su "patio trasero". Se trata de un escenario que desde comienzos del siglo XXI se sigue con atención en las usinas de pensamiento estratégico en Washington. Allí se distinguen al menos dos posiciones: una, la de los decisores estadounidenses más temerosos que entienden a la nueva presencia china en la región como la movida inicial de una ofensiva diplomática a gran escala de Beijing para desafiar a los Estados Unidos en su propio hemisferio; y la otra perspectiva, más benigna, que percibe los crecientes vínculos como una oportunidad antes que una amenaza y como una manifestación natural de las necesidades energéticas y de recursos del país asiático sin miras explícitas de choque con la superpotencia (Roett y Paz, 2008: 1). Esta última visión es la que acepta la idea del ascenso pacífico ("peaceful rise") que ha publicitado Hu Jintao. De acuerdo con Zheng Bijian, uno de sus principales ideólogos, "China no tiene la intención ni de desafiar ni de subvertir el orden internacional político y económico ya existente (…). No buscamos la hegemonía ni en el pasado, ni ahora, ni nunca jamás en el futuro cuando hayamos alcanzado el desarrollo. Hemos convertido ya en una premisa básica de nuestro Estado la de no pretender nunca la hegemonía" (Bijian, 2005).La reemergencia histórica de China debe por tanto discurrir a través de la integración a las reglas de juego internacionales, a través del multilateralismo, la resolución pacífica de las disputas y la tolerancia hacia el resto de las naciones. En última instancia, la evolución hacia un abierto desafío estratégico entre los Estados Unidos y China o hacia una convivencia respetuosa entre superpotencias, dependerá del factor que prime en la interacción mutua: un juego de suma cero producto de las transformaciones estructurales en el sistema político internacional, o bien un juego de suma positiva resultado de intereses y percepciones convergentes.(1) El presente artículo es un fragmento de un capítulo de libro en elaboración sobre la inserción internacional de la Argentina entre el 2003-2007. *Candidato doctoral, Universidad Nacional General San Martín (UNSAM).Referencias bibliográficasBecker, Jasper (2006): Dragon Rising. An inside look at China today (Washington D.C.: National Geographic). Bijian, Zheng (2005): "Diez puntos de vista sobre el ascenso pacífico de China y sobre las relaciones entre China y Europa", Real Instituto Elcano, disponible en:«http://www.realinstitutoelcano.org/analisis/867/867_DiscursoZheng.pdf».Blonigen, Bruce A. y Alyson C. Ma (2010): "Please Pass the Catch-Up. The Relative Performance of Chinese and Foreign Firms in Chinese Exports", en Feenstra, Robert C. y Shang-Jin Wei: China's Growing Role in World Trade (Chicago and London: The University of Chicago Press).Cesarín, Sergio (2005): "Ejes y estrategias del desarrollo económico chino: enfoques para América Latina y el Caribe", en Cesarín, Sergio y Carlos Moneta: China y América Latina. Nuevos enfoques sobre cooperación y desarrollo. ¿Una segunda ruta de la seda? (Buenos Aires: BID-INTAL).Cesarín, Sergio (2006): "La relación sinolatinoamericana, entre la práctica política y la investigación académica", Nueva Sociedad, N° 203, Mayo/Junio, pp. 48-61.Cheng, Joseph Y. S. (2006): "Latin America in China's Contemporary Foreign Policy", Journal of Contemporary Asia, Vol. 36, No. 4, pp. 500-528.Cheng, Leonard K. y Zihui Ma (2010): "China's Outward Foreign Direct Investment", en Feenstra, Robert C. y Shang-Jin Wei: Op. Cit.Datong, Li (2009): "China's stalled transition", Open Democracy (February 19), disponible en «http://www.opendemocracy.net/article/chinas-stalled-reforms». Accedido 16/09/2010. Davy, Megan (2008): "¿Qué presagia el crecimiento de China para América Latina?",Panorama del Desarrollo Internacional del American Enterprise Institute, N° 2, julio.D´Elía, Carlos, Carlos Galperín y Néstor Stancanelli (2008): "El rol de China en el mundo y su relación con la Argentina", Revista del CEI, N° 13, pp. 67-89.Gill, Bates (2007): Rising Star. China's New Security Diplomacy (Washington D.C.: Brookings Institution Press).Jacobs, Andrews (2010): "In China, Pollution Worsens Despite New Efforts", The New York Times (July 28), disponible en «http://www.nytimes.com/2010/07/29/world/asia/29china.html?_r=1»(accedido 18/9/10). Kynge, James (2006): China Shakes the World: A Titan's Rise and Troubled Future - and the Challenge for America (New York: Houghton Mifflin Harcourt).Roett, Riordan y Guadalupe Paz (eds.) (2008): China's expansion into the Western Hemisphere (Washington D.C.: The Brookings Institution).Sevares, Julio (2007): "¿Cooperación Sur-Sur o dependencia a la vieja usanza?", Nueva Sociedad, N° 207, enero-febrero, pp. 11-22.Shirk, Susan L. (2007): China. Fragile Superpower (New York: Oxford University Press).Truman, Edwin M. (2008): "The Management of China's International Reserves: China and a Sovereign Wealth Fund Scoreboard", en Goldstein, Morris y Nicholas R. Lardy (eds.):Debating China's Exchange Rate Policy (Washington: Peter G. Peterson Institute for International Economics).Wilhelmy von Wolff, Mandfred y Augusto Soto (2005): "El proceso de reformas en China y la política exterior: de Deng Xiaoping a Hu Jintao", en Cesarín, Sergio y Carlos Moneta: Op. Cit.Xuetong, Yan (2006): "The Rise of China and its Power Status", Chinese Journal of International Politics, Vol. 1. Zhao, Min (2006): External Liberalization and the Evolution of China's Exchange System: an Empirical Approach (Final Draft, The World Bank Beijing Office), disponible en «http://siteresources.worldbank.org/INDIAEXTN/Resources/events/359987-1149066 764594/Paper_MinZhao.pdf».
AbstractThe purpose of this research was to adapt Antonak and Harth's (1994) Mental Retardation Attitudes Inventory for the Kuwaiti culture and to investigate its four‐dimensional structure. The study also aimed at identifying a unidimensional subset of items besides examining the quality of the identified items and the overall inventory. The 34 ‐item adapted inventor y was administered to 56 4 college students. Item analysis indicated that 29 items have had good psychometric characteristics. However, the exploratory factor analysis, cross‐correlations of scale and item scores, and correlations among scales did not support the four‐dimensional structure of the adapted inventory. Further, the sample was split into two random halves. A uni‐dimensional subset of 20 items was identified in one sample by iterative factor analyzing the item data and discarding items with small loadings. The other sample was used to cross‐validate uni‐dimensionality of the identified items. Analysis indicated that scores of the 20‐item inventory have high Cronbach coefficient alpha, and high stability and generalizability coefficients. Partial support for the validity of the scores had been ascertained by comparing the scores of male and female students, and by regressing the inventor y scores on indicators of familiarity with individuals with mental retardation. Findings were discussed with reference to Kuwaiti culture.Over the last two decades, inclusion has internationally become a critical part of the reform efforts to improve the delivery of services to individuals with Mental Retardation (MR). This trend focuses on increasing the opportunities for the placement of these individuals in the same social and educational set tings as individuals without MR. The new arrangements for providing services have created challenges to people without disabilities concerning acceptance, integration, and inclusion of individuals with MR into the mainstream of society (Praisner, 2003). Many researchers (e.g. Priestly, 1998; Yazbeck McVilly & Parmenter, 2004) have convincingly argued that these challenges have their roots in the societal norms and values that concurrently developed throughout the unfolding history of the meaning of MR. As Priestly (1998) noted, although people with differences have existed in all societies, the degree to which they were integrated or excluded varied according to predominant cultural perceptions. Yazbeck, McVilly and Parmenter (2004) suggested that people's attitudes toward individuals with MR are socially constructed and are acquired through experience over time.Individuals with MR are often judged by people based on their disability instead of their whole lives and what they may accomplish and experience during their life (Blatt, 1987). Consequently, People may rely on false generalization and develop negative attitudes towards individuals with MR. Makas, Finnerty‐Fried, Sugafoos, and Reiss (1988) noted that for nondisabled persons, positive attitude toward people with disability is usually conceptualized as being 'nice' and 'helpful', whereas for a person with a disability, the attitude would be dispensing with the category of disability entirely. A study of community attitudes in one state of Australia found that up to 86% of respondents reported feeling 'uncomfortable' when interacting with individuals with disabilities (Enhance Management, 1999). Another study (European Commission, 2001) found that 40% of Europeans reported feeling 'uneasy' in the presence of people with disabilities.Attitudes manifest themselves as positive or negative reactions toward an object, driven by beliefs that impel individuals to behave in a particular way (Yuker, 1988). They comprise a complex of feelings, desires, fears, convictions, prejudices, or other tendencies learned through varied experiences that give rise to a set or readiness to act toward a person in a certain way (Chaiken & Stangor,1987). This means that attitude is not behavior, but the precondition of behavior. In addition, Myers, Ager, Kerr, and Myles (1998) identified three types of attitudes that influence how non‐disabled people interact with, and include or exclude people with disabilities: (1) A preparedness to engage with people as consumers, neighbors, or friends; (2) a lack of awareness about individuals with MR; and (3) a wariness or hostility regarding the idea of community integration.Research has shown that the third type of attitudes, which represents negative and non‐acceptance of individuals with MR is commonly observed (Gething, 1994; Schwartz & Armony‐Sivan, 2001). Such negative attitudes in a society may present people with MR as a burden on the welfare system. Moreover, people might not see individuals with disabilities as possessing a valuable social role or possessing the same abilities and characteristics that the majority of people possess. Tus, individuals with MR may not be accepted or included in society and may often be treated badly. In turn, Wolfensberger (1988) indicated that individuals with MR, being in a devalued position, would behave badly as they think that this is what is expected of them.As integration of persons with MR is increasingly becoming a global reality, Kuwait has designed social policy aimed at promoting acceptance and inclusion of people with disabilities into the mainstream of society. To implement the policy of integration, the Kuwaiti government is continually forming inclusive services for individuals with MR. The recent policy of inclusion (law 13/96), which has been adopted in 1996, asserts that people with disabilities have a fundamental right to live and grow within their local communities. This law has spawned an expanded system of services to encourage people with disabilities to live like people without disabilities. Inclusion policies give individuals with MR the right to be involved in the same situations as people without MR. For example, more individuals with MR, for example, are being employed. Moreover, most children with Downs syndrome now attend Kindergarten and are included in social programs for children in the general population. The general goal of all types of services provided for individuals with MR is to improve their participation in society.Although the Kuwaiti government has shown a growing interest in the integration of individuals with MR, the chances of these individuals being able to integrate into mainstream society would depend on the attitude of others, such as students, teachers, coworkers, social workers, professionals, towards them. These attitudes, as found in many Western studies (Antonak & Harth, 1994; Gordon, Tantillo, Feldman & Perrone, 2004) are, for the most part, negative, which may contribute to negative outcomes on the part of individuals with MR (Byon, 2000). According to Wright (1983), disability situations are vulnerable to fundamental negative attitudes, and this would seem to be even truer in the culture found in Kuwait.In Kuwaiti culture, disability has stigmatizing effect on members of the immediate and extended family; families tend to keep members with MR out of the sight of other people. This contributes to social exclusion of people with MR. There is also the traditional common belief that disability is related to (1) God's willing that the parent should have a child with a disability, (2) God is punishing the parent, (3) God is testing the parent, or (4) God is selecting the parent for an unknown reason. Commonly, persons with MR have been considered burdensome and shameful, because they are incapable of contributing to traditional social obligations and roles.While those traditional beliefs still exist, the law 13/96 was legislated to support the integration of persons with MR into various aspects of life. Consequently, we expect that people in the society would react to this trend with frustration, anger, or refusal. Usually, people in Kuwait have little or no information about individuals with MR; thereby uninformed determinations, such as stereotypes, reflect their attitudes toward these individuals. According to Blatt (1987), a stereotype will fill in the cracks and unanswered questions in a situation with which people are not familiar. Langer (1989) in her theory of 'mindfulness' also shows that stereotype is 'premature cognitive commitments' that leads people to make judgments without enough information and reflection.Moreover, the society labels given to individuals with MR are often accompanied with stigma and negative connotations. This situation makes it difficult for those individuals to be included into society and be accepted for what they actually are and not for what others assume them to be. According to Biklen and Bogdan (1977), this type of discrimination is called 'handicapism' and is defined as'…a set of assumptions and practices that promote differential and unequal treatment of people because of apparent or assumed physical, mental, or behavioral differences' (p.206). These perceptions may prevent individuals with MR from being accepted, and they might be viewed, based on Erikson's theory, as a pseudo species, or as less than human (Smith, 1981).Furthermore, professionals', leaders', and students' views and beliefs about the integration of individuals with MR into society may result in slowing the process of inclusion and discouraging people from accepting these individuals as what they are. For example, though senior staff in Kuwait's Ministry of Social Affairs succeeded in including children with Downs syndrome into public kindergarten, no other effort has been made since 1996 to integrate other children with disabilities into inclusive educational settings. More critical is that, while leaders make efforts toward inclusion, they continue to support the permanent residence of individuals with MR in social welfare institutions and urge the government to provide free health, social and educational services for the residents. Ahmad (2004) found that between 1992 and 2002, there was an increase in the number of children, and males and females adults with MR who live in the Social Welfare Institution for permanent care. The number of residents with MR has increased from 223 to 296.According to Philips (1992), leaders' and professionals' beliefs about individuals with MR could have commenced with the industrial revolution that brought with it the practice of classifying people who were different, and who were not able to pursue personal dreams or act as the industrial society required. Leaders and professionals may perceive individuals with MR, as Blatt (1987) stated, blessed innocents or surplus population that is unnecessary and expendable. These beliefs may never give the individuals with MR an adequate opportunity to present themselves and their abilities to others.Praisner (2003) suggested that leaders' attitudes are the key factor in successful inclusion. Due to leadership position, leaders' and professionals' attitudes about inclusion either could result in increased opportunities for individuals with MR to be served in different settings or increased efforts to support the segregated special education services. According to Goodlad and Lovitt (1993), leaders and professionals have the decision to develop an inclusive setting, if they (1) make and honor commitments, (2) do what they say in formal and informal settings, (3) express interest in inclusion, (4) act and make their actions known, and (5) organize their staff and their physical surroundings to implement inclusive programs. As Praisner (2003) stated, the success of inclusion depends on how leaders exhibit behaviors that advance the integration, acceptance, and success of individuals with disabilities in general settings.Researchers (e.g., Horne, 1985) have also shown that students' positive attitudes may increase their willingness to work with individuals with MR, and lead to removal of barriers to integrate them into society. The positive attitudes of students may help to encourage the establishment of policies and the allocation of resources to increase the integration of individuals with MR into different settings in the society (Yazbeck, et al., 2004).To enhance the policy of inclusion in Kuwait, society needs to evaluate some of its structures and change people's attitudes to fit the needs of individuals with MR instead of making these individuals fit society's structures. Helping individuals with MR to be included into society and establish socially valued roles would not be difficult if the attitudes of society are less restrictive and less resistant to change.As Kuwait continues to develop social and educational policy about inclusion, researchers must pay attention to the connection between integration and attitudes. The provision of educational and social opportunities for individuals with MR can be legislated by Kuwait's government, but acceptance from other people cannot be ensured without knowing people's beliefs and thoughts about persons with MR.Developing an understanding of the attitudes that is predominant in society, which in turn influences the actions of its members, is critical if we plan for social changes and for evaluating the effectiveness of public policy on promoting an inclusive society (Schwartz & Armony‐Sivan, 2001). Given that there are negative attitudes toward people with MR, particular care must be taken to monitor changing social attitudes toward these individuals to identify any serious impediment to the progress of their inclusion in different settings: schools, workplace, and the wider community.Research that is relevant to individuals with disabilities (e.g. Geskie & Salasek, 1988; Antonak & Harth, 1994) has revealed the need for researchers to investigate the attitudes of people toward MR. Wolfensberger (1983) suggested that the key to changing how people are valued socially is to change the perceptions people have about individuals who may differ from the norm. Research, however, has indicated that the investigation of attitudes toward individuals with MR requires a psychometrically sound instrument. It is crucial to conduct research to gather accurate information about these attitudes; it would clarify people's awareness of persons with MR, and assist in evaluating intervention programs and developing appropriate course work for special education fields. Further, it would inform public policy decisions, funding priorities, and service delivery, which in turn, enhance the likelihood of achieving successful integration and improving qua lit y of life for persons with MR (Antonak & Harth, 19 94; Schalock, 1990). Accurate measurement of attitudes could also lead to early detection of negative attitudes, such as personal prejudices, misconceptions, and irrational fears of professionals, social workers, and teachers when they first get involved in disability work settings. Furthermore, it would help in providing a baseline for monitoring changes in their attitudes over time (Byon, 2000).Changing attitudes would help in supporting efforts of individuals with MR to become autonomous (Philips, 1992), and help to decrease the resistance of others to allow people with MR to make decisions about their own lives and to be independent (Schalock, 1990). As the history of the deinstitutionalization movement has shown, becoming autonomous and independent are not as simple as releasing people from state facilities and hoping they survive on their own. Autonomy and independence are based upon choice‐making, and choice‐making must be taught to people with MR, as they have never been allowed to make their own choices and do not know how to rationally choose for themselves.However, as Crutcher (1990) noted, personal choice is based on opportunity, and opportunity is accessible only when society decides it should be. Therefore, in order for individuals with MR to have the opportunity to make their own decisions and be successfully included in society, special effort must be taken to change peoples' attitudes towards them.Moreover, a psychometrically sound instrument of attitudes helps researchers to assess with known precision respondents' feelings about individuals with MR (affective aspect of attitudes), and their conceptions about them (cognitive aspect of attitudes). On the affective side, there are feelings of approval or disapproval of individuals with MR in the society. On the cognitive side, there are beliefs, knowledge, and expectations that affect people's behavior towards individuals with MR. The affective and cognitive aspects affect the respondents' opinions of what services should be provided for individuals with MR and what policy should be adopted. These also assist in the design, implementation, and evaluation of social intervention program and strategies geared toward removing barriers to integration (Geskie & Salasek, 1988).The present study focused on adapting, for use in Kuwait, the Mental Retardation Attitude Inventory‐Revised (MR AI‐R) of Antonak and Harth (1994). The MRAI‐R was chosen because of the limitations of the MR attitudes' instruments in the Gulf States, and in particular the lack of such an instrument in Kuwait. After reviewing literature, it seemed that there was only one measure of attitudes; an inventory developed by Qaryauti (1988). Despite the claimed appropriateness of Qaryauti's scale, we decided to use the MRAI‐R of Antonak and Harth for several reasons. First, Qaryauti's scale was based on Western instruments that Antonak and Harth criticized and motivated them to construct the MRAI‐R. In contrast, Antonak and Harth constructed the MRAI‐R based on a review of more than 50 years of the attitude literature, and developed their inventory on the most available valid instrument.Second, by reviewing the items of the MRAI‐R and Qaryauti's scale, it was clear to us that the MRAI‐R is more consistent with the requirements of the law 13/96 that was mandated in Kuwait to assure the right of individuals with MR to be included into public schools, workplace, and the wider community (see Table 1). Third, the MRAI‐R, unlike Qaryauti's scale, incorporates several components of attitudes: (1) the integration‐segregation of individuals with MR in various school programs, workplace, and community; (2) the willingness of people to be associated with individuals with MR (Social Distance); (3) the rights of individuals with MR to be included in schools, communities, and the workplace (Private Rights); and (4) the derogatory beliefs of people about the moral character and social behavior of individuals with MR. Of the 22 items in Qaryauti's scale, 13 were related to derogatory beliefs, six to social distance, and only three to private rights and integration‐segregation.Fourth, many transcultural researchers have used the MRAI‐R in populations as diverse as the United States, Australia, and Korea. In the US, Ward (1998) used the MRAI‐R to explore relationships between empathy and attitudes among 200 parents and adult consumers with developmental disabilities. Also, Yozwiak (2002) utilized the MRAI‐R to examine the beliefs and attitudes of 210 community members toward a child with MR who was a witness to a sexual abuse case. In an Australian study, Yazbeck and others (2004) used MRAI‐R to examine differences in attitudes between students and professionals in disability services, and persons in the general community (N=492). In Korea, Byon's study (2000) used the MRAI‐R to investigate the effect of social desirability on attitudes toward MR, and to compare the relationships between attitude measures (both direct and indirect measures) and behavioral outcome indicators. Obviously, findings from a large number of studies using the MRAI‐R contribute to its validity. In contrast, we failed to find any study in which Qaryauti's scale was used.Based on the above arguments, it seems that the MRAI‐R would be useful in needs assessments, especially in schools and mental health clinics. For example, when the ministry of education decides to implement the inclusion policy in schools, there would be a need to assess attitudes of teachers and students towards students with MR. The results of such assessment would help in designing programs that improve attitudes as needed. The MRAI‐R can also be useful for social workers, professionals, and researchers who work in a variety of primary social welfare settings. It helps them to identify and target those people who are the most in need of training and preparation to change their attitudes toward MR. In a wider scale, non‐profit organizations can use results of assessing attitudes in advocating the rights of those individuals.In general, the primary usage of the MRAI‐R could be: (1) screening for early identification of negative attitudes; (2) assessing attitudes of specific groups toward persons with MR; (3) pre‐ or post‐ measurement in intervention studies; and (4) helping researchers who aim at studying the effects of attitudes on different variables in the life of people with MR (i.e. job satisfaction, life satisfaction, family relationship, social support), or the relationship between attitudes and demographic variables (i.e. gender, age, marital status, employment, educational status, familiarity with individuals with MR).Following the recommendation of Antonak and Livneh (1988) that researchers should use the existing instruments and stop creating new ones, the purpose of the present study is to develop an Arabic inventory of attitudes toward individuals with MR by adapting the MRAI‐R to be suitable for use in Kuwait. Specifically, the study aimed at: (1) revising the MRAI‐R items to make them suitable to Kuwait's culture; (2) investigating the suitability of the four‐factor‐structure of the MRAI‐R for measuring attitudes toward individuals with MR in Kuwait; (3) selecting a uni‐dimensional subset of items, if the four‐factor‐structure was not confirmed; and (4) examining the psychometric characteristics of the adapted inventory.We decided to carry out this study on college students for various reasons: (1) college students are prospective educators or professionals who will be either dealing with people with MR or making decisions that affect their lives; (2) college students in Kuwait play an active role in social change and in changing public opinions;(3) they are representative cross‐section of Kuwaiti society; (4) a sample of college students is more easily acquired than a sample from the general population.
Background of the research This study intends to analyses the involuntary resettlement of an indigenous Dayak community due to the implementation of the Bakun Dam Project in Sarawak, Malaysia. The significance of this research is that it raises important questions on the impact of development imposed by the state government of Sarawak on the indigenous people who have been regarded as in need of change and to be brought closer to urbanization vis-à-vis modernization through resettlement. Involuntary resettlement due to development projects or infrastructure improvements is not a singular phenomenon and in this context it is often argued that development projects provide employment to the local population and enforce development. However, a dam project also displaces local people from their homes and traditional livelihood. This research focuses on the forced displacement of the indigenous communities at Sg. Asap resettlement because of the implementation of the Bakun Hydro-electric Project (BHP). It is viewed as an involuntary resettlement as the indigenous communities who were residing within the area of the planned BHP had no choice but to move to the resettlement. Their villages and native lands were claimed by the state government for the implementation for the BHP. Thus, the whole problem is focused on the question of why is the resettlement that is promised as a development program for the people by the state government of Sarawak being regarded as forced displacement. In this research, forced displacement is observed at three different levels. First, prior to resettlement, potential settlers are faced with the critical decision of abandoning their homes and livelihoods, causing emotional distress. Secondly, after moving to the new settlement, settlers are often confronted with inadequate compensation for their loss of natural resources, social heritage and land, adding misery to their already distressed situation. Thirdly, resettling people into an area without any supportive resources, i.e. resources whose, purpose is to improve the lives of the settlers compared to their previous situation, fails to accomplish the very purpose of such resettlement. Research objectives and Questions This research utilizes Michael Cornea's analysis, the Impoverishment Risks and Reconstruction (IRR) Model (2000), which brings to the main objective of this research that is to examine the outcomes of involuntary resettlement of the indigenous people. This research compares the situation confronted by the settlers in Sg. Asap resettlement to that definition of "involuntary population resettlement" advanced by Michael Cernea (1998). In this definition, there are two sets of distinct but related processes: displacement of people and dismantling of their patterns of economic and social organization, and resettlement at a different location and reconstruction of their livelihood and social networks. Other than that, the objectives of this research are: to observe if involuntary resettlement planned for meeting the labor needs for the oil palm estates is a catalyst for socio-economic development for settlers. And for policy recommendations, the sub-objectives are: •To subsequently evaluate the problems of accessing resources. •To study to what extent the involuntary resettlement has affecting the social and power structures. •To show the level of changes in social and power structure influencing livelihood strategies. •To examine the most effective network that has provided the people a platform to generate their livelihood. This research details the process and impact of the forced and involuntary displacement faced by the settlers. Factors highlighted include the indigenous people's coping mechanism and strategy in dealing with various issues related to land rights and usage, disagreement and differences in the new social structure, competition over limited natural resources and changing power structure and relations. Issues such as the problems within the household because of the changing family structure and changing role of elderly, men and women in the domestic unit are also highlighted in this research. Most important, this research focuses not only at the displacement issue but also illustrates how settlers rebuild and restructure their life and livelihood. Therefore, based on important concepts, livelihood, coping strategies and power structure, research questions raised are: 1.How do settlers cope with the fact of being involuntarily resettled and what do they do to deal with unanticipated consequences of the social changes that occur? 2.How do settlers manage the new social structure, conflict over limited resources and changing power structures and relations within their own community? 3.Which strategies currently used by these settlers have the potential to build a sustainable livelihood in the new settlement? Theoretical background This research takes the approach of regarding resettlement first and foremost as a catalyst for social change. However, resettlement in the context of 'force' or 'involuntary,' certainly does not ensure positive changes. Dessalegn (1989) defined resettlement in a different context: land settlement, colonisation, or transmigration, all referring to the phenomenon of people distribution, either planned or 'spontaneous'. Accordingly, 'resettlement as in Ethiopia implies moving people or people moving to new locations; colonization as in Latin America implies opening up or reclaiming lands for utilization; and transmigration is favoured by those writing on the Indonesian experience and the word suggests cross-ocean or cross island relocation' (Dessalegn, 1989:668). Palmer refers to resettlement as 'a planned and controlled transfer of population from one area to another' (1979:149). Tadros (1979:122), in analyzing resettlement schemes in Egypt, applied the United Nations definition of human settlement as: 'development of viable communities on new or unused land through the introduction of people' and further defined resettlement in two models: spontaneous and paternalistic. The spontaneous model leaves full scope for individual initiatives, and no support is provided by national or international organisations. No attention is paid to the proper place and function of the settlement within the national context. In the paternalistic model, technical support such as education, tools, equipment and other assistance is provided to the settlers (Tadros, 1979:122). The above definitions can be used in a different fashion for this research, thus the term 'forced' or 'involuntary resettlement'. In reality, despite the good intentions for developing communities, resettlement can also 'under develop' communities in the sense that such communities face greater hardship compared to life before resettlement. To this extent, the working definition of 'resettlement' in this research is a poorly planned resettlement through a forced, involuntary relocation of communities onto unused land that is inadequate for communities to develop a productive and fully functional socio-economic system. This research has adapted the concepts proposed by Michael Cernea (1998), looking at involuntary resettlement in general. The concept of involuntary resettlement (in this research also termed as forced resettlement), which is the comprehensive concept most often used in the current social science literature, integrates 'displacement' and 'resettlement' into one single term, in which the emphasis on involuntariness directly connotes the forced displacement. The usual description of 'involuntary population resettlement' consists, as mentioned earlier, of two sets of distinct but related processes: displacement of people and the dismantling of their patterns of economic and social organization, and resettlement at a different location with reconstruction of their livelihood and social networks. Resettlement refers to the process of the physical relocation of those displaced, and to their socio-economic re-establishment as family/household micro-units and as larger communities. Displacement implies not only physical eviction from a dwelling, but also the expropriation of productive lands and other assets to make possible an alternative use of the space. This is not just an economic transaction or a simple substitution of property with monetary compensation. Involuntary displacement is a process of unravelling established human communities, existing patterns of social organization, production systems and networks of social services. Overall, forced displacement of communities causes an economic crisis for most or all of those affected, entails sudden social disarticulation, and sometimes triggers a political crisis as well (Cernea, 1998:2-3). This research investigates the implications of resettlement and the reconstruction of the livelihood of the affected settlers. Impoverishment Risks and Reconstruction Model (IRR) provides important variables to explore these issues further. Several important variables in the IRR model are utilised to create an independent framework for this research, and is explained in the following section. As Cernea explained, the IRR is a model of impoverishment risks during displacement, and of counteractions to match the basic risks where the multifaceted process of impoverishment was deconstructed into its fundamental components. The components are: landlessness, joblessness, homelessness, marginalisation, food insecurity, increased morbidity and mortality, loss of access to common property assets, and community disarticulation. This analytical deconstruction facilitates understanding of how these sub-processes interlink, influence, and amplify each other. Reconstruction, then, is the reversal of the impoverishment processes, and can be understood and accomplished along the same variables, considered in a holistic, integrated way (Cernea, 2000:5; 2003:40). IRR focuses on the social and economic contact of both segments of the process: the forced displacement and the re-establishment. The model captures processes that are simultaneous, but also reflects the movement in time from the destitution of displacement to recovery resettlement (Cernea, 2000:18). There are three fundamental concepts at the core of the model: risk, impoverishment and reconstruction. Each is further split into sets of specifying notions or components (as mentioned above) that reflect another dimension, or another variable of impoverishment or reconstruction (for example, landlessness, marginalisation, morbidity or social disarticulation). These variables are interlinked and influence each other; some play a primary role while others play a derivative role in either impoverishment or reconstruction (largely as a function of given circumstances). The conceptual framework captures the disparity between potential and actual risk. All forced displacements are prone to major socio-economic risks, but they are not fatally condemned to succumb to them. Cernea further explains that in this framework the concept of risk, as stated by Giddens (1990), is to indicate the possibility that a certain course of action will trigger future injurious effects – losses and destruction. Following Luhman (1993), the concept of risk is posited as a counter-concept to security: the higher the risk, the lower the security of displaced populations (Cernea, 2000:19). The model's dual emphasis – on risks to be prevented and on reconstruction strategies to be implemented – facilitates its operational use as a guide for action. Like other models, its components can be influenced and 'manipulated' through informed planning to diminish the impact of one or several components, as given conditions require or permit. That requires considering these variables as a system, in their mutual connections, and not as a set of separate elements. The model is also flexible as a conceptual template, allowing for the integration of other dimensions, when relevant, and for adapting to changing circumstances (Cernea, 2000:20). This model can be linked with other conceptual frameworks, to achieve complementary perspectives and additional knowledge (Cernea, 2000:21). There are four distinct, but interlinked, functions that the risks and reconstruction model performs: A predictive (warning and planning) function A diagnostic (explanatory and assessment) function A problem-solution function, in guiding and measuring resettlers´ reestablishment A research function, in formulating hypotheses and conducting theory-led field investigations For this research, the function falls under the third function, the problem-resolution. As Cernea explained, the problem-resolution capacity results from the model's analytical incisiveness and its explicit action orientation. The IRR model is formulated with an awareness of the social actors in resettlement, their interaction, communication, and ability to contribute to resolution. The model becomes a compass for strategies to reconstruct settlers´ livelihoods (Cernea, 2000:22). The IRR model clearly points out the results of social change and social disorganisation caused by involuntary resettlement. For the purpose of analysis, the two major variables used for the framework are: loss of access to common property assets and; social and community disarticulation, give a crucial foundation to exhibit the implications of forced displacement. Both of the major variables have been linked to understand the problems that are occurring in the community and households (shown as dependent variables - the coping mechanisms, the way settlers manage risks and the type of resources that people engage to strategise their livelihood). Each component respectively points out the results of change caused by involuntary resettlement i.e. competition over forest resources, state land and living space, and; dismantling of traditional power structure, communal structure and family structure. Although the central theme of the theoretical framework is forced displacement, the framework is expanded to the investigation of coping mechanisms, power structure and relations, and the way settlers strategize their livelihood. The research framework has aimed clearly at the impact of involuntary resettlement which is concluded in this research as causing the changes and social disorganization in the social structure of the settlers. However, the framework also extends to another level for the investigation of the strategies of rebuilding and restructuring of settlers. Main research findings With regard to the perspective to develop the indigenous people through resettlement program, as shown in this research, there are more losses than gains being achieved especially on the settlers' side. What they have left behind (history, livelihood, rights and identity) at their natural environment cannot be retrieved, and uncompensated. And it is also a fact, as proven in this research that the uncompensated losses continue to be the sole grievances of settlers and the factor of causing continuous displacement amongst settlers. This research concludes that as much as the involuntary resettlement has brought many new challenges to the Kenyah-Badeng, many of these challenges are beyond their capability to manage. The underlying problem is settlers were not actively involved in designing their future in the new settlement from the very beginning the project was proposed. The settlers were receiving diminutive information about the resettlement program, and very limited public platform for them to participate or to voice out their concerns and suggestions before its implementation. The factor that causes their continuous displacement is the non-existence of natural resources and land (other than the three acres given to them as part of the compensation) for them to generate income (remember that most of them are farmers without any skill useful to work in non-agricultural activities). Their life in the former village was hard but they were free to explore as much resources as possible, and they owned their native land. In the resettlement, they are as much strangers to the place as to the way of life they are faced with at the new settlement. In other words, settlers simply do not know how to behave appropriately in radically changed social situations because they are not equipped with necessary living tools. The study of the displacement of the Kenyah-Badengs is concluded in three important aspects as follows: Power structure and relations - In power structure and relations, kinship has always been an important aspect that became the reference for any struggle over leadership issue. Kinship is viewed on a larger scale that includes not only blood relation, but also aspects such as others who came from the same root, indicating that kinship in that term was very much related to sharing of the same history of settlement, migration and culture. It has been proposed that kinship was one crucial aspect that binds this community together, but not likely to be true at the new settlement. The power structure in the Kenyah-Badeng community at the resettlement stand as a separate system, failed to bind the people together, no orders from the leader and not accepting orders by the people. However, they carry out the norm of being as peaceful community, as they have always been. Coping through family network – Because of the failure of power structure and relations, the Kenyah-Badeng become family/household oriented in their livelihood strategies. The family network proves to be the most important coping mechanism for such challenging social environment. The family network provides a platform for its members to generate income, employment, social and moral support, education, and security in general. Livelihood strategies – With the absence of promised resources, settlers are faced with many problems with regards to economic aspects at the new settlement. Their agriculture knowledge is insufficient to success them for employment in town. They mainly work on their allocated three acres of land with other problems tagged along as the lands are located at sloppy and slumps area, as well as faced with low grade soil. For their agriculture productions, they are faced with marketing problem because of the established sellers who refused to allow them to get into the network. This research also humbly suggesting an alternative for settlers to improve their livelihood based on the available resources at the resettlement with the assistance of the state government, at least to initiate strategies for marketing. Settlers need "retooling" in many aspects of agriculture knowledge as that is what they have known best to build their livelihood. Government agencies should assist in terms of skill training related to effective methods to produce quality agriculture productions on their three acres of land. Horticulture should be encouraged on their three acres plot and this method has been carried out by the settlers in their swidden agriculture (slash and burns) at their former village areas. At the new settlement, the prospect of horticulture on pesticide free and organic food can be very encouraging. Methods The information and data for this research were obtained through formal and informal interviews, household survey, household in-depth interviews, and secondary data from available sources in prints, documents and internet. Questions for the interviews were formulated first based only on the research questions. At the field site, questions were expanded and added after numerous trial interviews with key informants to improve the questions before the real interviews were conducted. There were 55 household surveys, and from this survey, 20 households were selected randomly for the household in-depth interviews. The head of households were both male and female. Outline of the thesis This research is organized in chapters as the following summary: Chapter 1 provides the background information of the research area i.e. descriptively introduces Belaga, the region where Bakun Hydroelectric Project (BHEP) was implemented, the implementation of BHEP and the reaction of the local inhabitants. The resettlement in Sg. Asap, and the composition of the settlers are also discussed in this chapter. Chapter 2 touches the historical perspective of the Kenyah-Badeng focuses on their livelihoods at Long Geng, their former village before they resettled at Sg. Asap. This chapter also includes a brief history of their migration and settlement to Long Geng, and also the political structure in Long Geng. Chapter 3 discusses the power structure and relations of the Kenyah-Badeng. This chapter draws on the first stage of displacement i.e. processes of losing common property and space with prominent issues such as compensation, land rights and the expected involvement of local leaders in the whole process of the resettlement as highlights of the discussion. Brief history of land legislation in Sarawak based on the interpretation of Native Customary Land and native's rights over ancestral land based on literature reviews is illustrated in this chapter. The purpose of this illustration is to understand the background and general problems of land identification within the Kenyah-Badeng community prior to payment of compensation. Chapter 4 focuses on the discussion of the coping mechanisms employed by the settlers in handling crucial issues pertaining to their livelihood at the resettlement. In fact, this chapter continues the discussion of the stages of displacement highlighting the other two stages by discussing in-depth the situation of "loss of access to common property and space" and "social and community disarticulation". The headings of objectives outlined by State Planning Unit, Sarawak in the development plan of the resettlement are utilized as the base to explain the cause of the displacement and to illustrate the reality at present life of the Kenyah-Badeng. Chapter 5 focuses on the livelihood strategy in which family network is important as the platform for pooling resources. Departing from forced displacement, this chapter illustrates the emergence of coping reaction amongst the settlers by analyzing the family network discovered within the households interviewed in this research. Chapter 6 highlights the changing livelihood of the settlers highlighting the significant of wage employment where remittance is crucial to support their family who are living at the resettlement. The current perspective of settlers towards education and their willingness to invest into their children's education is also discussed in this chapter. Chapter 7 summarizes the research findings and concludes the research.
Author's introductionAlthough criminologists have long dominated the field of school violence research, there has been a growing body of research by cultural sociologists in this area as well. In many ways, a cultural approach to understanding school violence has taken school violence beyond the realm of just criminal and physical acts of violence. These scholars have begun to examine verbal, emotional, sexual, and racial expressions violence, as well as violence that is perpetuated by institutions, what Bourdieu has called symbolic violence. Courses that take this perspective explore how cultural concepts, or what Swidler calls a 'cultural toolkit', can be used as a lens for analyzing the experiences and practices of school violence. This can include, for example, an examination of how the dominant American ideology of meritocracy and competition can foster fights between middle school students, or how a feminine identity might push girls to be relationally aggressive towards each other rather than physically aggressive. In this regard, cultural sociology broadens our understanding of what constitutes school violence to uncover a wide spectrum of behaviors, attitudes and beliefs that may indeed lead to more overt expressions of violence. In doing so, a cultural approach can also help educators rethink discipline policies that have been created to resolve this social problem.Author recommendsSwidler, Ann 1986. 'Culture in Action: Symbols and Strategies.'American Sociological Review51: 273–86.Swidler's concept of a cultural toolkit provides a strong foundation for any cultural sociology course. Swidler defines a cultural toolkit as the symbols, stories, rituals, beliefs, ideologies and practices of daily life through which people use to shape their behavior. This paper presents a broad understanding of culture, which Swidler argues is not a unified system, but rather a set of complex and changing concepts from which we select different pieces from in order to construct different strategies of actions. When considering cultural approaches to school violence, it is useful to consider this broad definition of culture.Henry, Stuart 2000. 'What is School Violence? An Integrated Definition.'Annals of the American Academy of Political and Social Science567: 16–30.Henry provides a definition of school violence that transcends physical violence and interpersonal violence between students to include psychological, emotional, ethical and moral violence that occurs not only between students, but also includes harm committed by teachers and organizations against students. This latter form of harm can include tracking, school security, sexual harassment, or essentially anything that hinders the creativity, learning and academic success of a student. Henry argues that school violence must include symbolic violence, which he defines as the use of authority, power, and coercion to dominate an individual or group of people.Ferguson, Ann Arnett 2000. Bad Boys: Public Schools in the Making of Black Masculinity. Ann Arbor, MI: University of Michigan Press.Ferguson builds on Bourdieu's concept of symbolic violence and Foucault's theory of disciplinary power to examine an intervention program for 'at‐risk' students, which was comprised of mainly 5th and 6th grade African‐American males. Her ethnography provides a great example of the benefit of using a cultural approach to studying violence, discipline and punishment in schools. For example, Ferguson argues that fighting among boys should be seen as a symbolic expression of masculinity and a space for boys to do emotional work, as well as a site for the production of power and a form of resistance to authority. Her work also explores how teachers and administrators can enact a form of symbolic violence onto students. She observed how the cultural behaviors of African‐American boys, for example, their use of Black English, was often translated by the teachers as 'problem behavior' and resulted in their label of 'Troublemaker'. Such labels often condemned the boys to the bottom rung of the social order and negatively impacted their academic success.Spina, Stephanie Urso, ed. 2000. Smoke and Mirrors: The Hidden Context of Violence in Schools and Society. New York, NY: Rowan and Littlefield.This edited collection examines school violence as a complicated and multi‐faceted phenomenon, exploring how political, economic, ideological and discursive practices contribute to school violence. This interdisciplinary book includes chapters from Donna Gaines, Henry Giroux, Peter McLaren, Stanley Aronowitz, and Paulo Freire and Donald Macedo. The authors expand the definition of violence by arguing that youth violence, adult violence and societal violence are all intricately connected, and therefore prevention of school violence would requires educators to move beyond reform that only takes place in the school system. Instead, violence prevention needs to implore a broader strategy for change that includes schools, families, communities, and beyond.Brown, Lyn Mikel 2003. Girlfighting: Betrayal and Rejection among Girls. New York, NY: New York University Press.Mikel Brown conducted qualitative interviews with more than 400 girls from first grade through high school who were from different economic, racial and geographic backgrounds. She begins the book by analyzing the cultural messages that girls receive in the media; messages and images that she argues provide girls with a context for fighting among their peers. She draws on Paulo Freire's notion of horizontal violence to look at how girls' meanness to other girls is a result of their struggle to make sense of gender‐saturated images of beauty and heterosexuality that often reinforce their subordinate status in the world. Girlfighting then becomes an avenue to power for young girls in a culture that is rife with sexism. Unlike many other recent books on relational aggression among girls, Mikel Brown interrogates the complicated intersections of race, ethnicity, and class as it relates to girlfighting.Casella, Ronnie 2001. 'Being Down': Challenging Violence in Urban Schools. New York, NY: Teachers College Press.Casella's ethnography of Brandon High School, a small city school in a diverse neighborhood in upstate New York, takes a cultural‐ecological approach to school violence, capturing systemic, interpersonal and hidden forms of violence. He provides a thoughtful critique of intervention strategies that have been created to deal with school violence, such as peer mediation programs, the use of police officers in the hallways, and D.A.R.E. programs, because these programs only address individual acts of violence and do not account for the realities of urban environments, prejudice, economic injustice and poverty that underlie and contribute to school violence.Merten, Don E. 1994. 'The Cultural Context of Aggression: The Transition to Junior High School.'Anthropology and Education Quarterly25(1): 29–43.Don Merten has published several articles that provide a useful framework for examining aggressive behavior from a cultural standpoint. The data from this article come from a larger ethnographic project of predominantly middle class students in a suburban area who recently transitioned from elementary to junior high school. Merten argues that middle class culture promotes and celebrates individualism, success and hierarchy, which in turn creates a culture that promotes aggressive behavior among students, because students learn that meanness can be an easy avenue for gaining power and status in the hierarchy of cliques in schools.Morris, Edward 2005. '"Tuck in that Shirt!" Race, Class, Gender and Discipline in an Urban School.'Sociological Perspectives48(1): 25–48.Morris draws on Bourdieu's classic reproduction theory to look at the relationship between cultural capital and bodily discipline as it relates specifically to clothing styles and manners. This article is based on an ethnographic study of an urban middle school in Texas that recently enlisted a 'Standard Mode of Dress' uniform policy. The regulation of dress became a constant source of conflict between the students and staff at the school, but had the most punitive effect on poor and racially ethnic minority students, whose cultural styles tended to be negatively stereotyped by the teachers. These students were more likely to punished for violating the policy, even though all social class and racial groups, to some degree, violated the policy. This harsher punishment engendered resistance and alienation among the minority students, which Morris argues had the potential of pushing these students away from school, further reproducing the very inequalities that the school was trying to change.Online materials http://nces.ed.gov/programs/crimeindicators/crimeindicators2008/ The National Center for Education Statistics puts out an annual report on indicators of School Crime and Safety. The indicators in this report are based on information drawn from a variety of data sources, including national surveys of students, teachers, and principals. The report covers not just overt forms of school violence, such as bringing a weapon to school, fighting, and teacher injuries, but also covers bullying, victimization, student perceptions of school safety, and availability and use of drugs and alcohol. http://www.cdc.gov/HealthyYouth/yrbs/index.htm The Youth Risk Behavioral Surveillance System is a school‐based survey conducted by the Centers for Disease Control and Prevention. The survey is conducted every 2 years and provides a representative sample of 9th through 12th graders in public and private schools in the United States. The YRBSS asks a wide variety of questions, but most relevant to school violence include self‐reported responses about behaviors that might lead to unintentional injuries and violence, such as carrying a weapon to school, being threatened by a weapon or being in a fight on school grounds. These data serve a useful comparison between student self‐reporting of violent behavior and school reporting of incidents of school violence. http://www.sshs.samhsa.gov/default.aspx The Safe Schools/Healthy Students website is a federal initiative by the U.S. Departments of Education, Justice, and Health and Human Services. It provides many useful resources, including links federal reports on school safety, a list of related websites, and video podcast discussions of school violence that can be used in the classroom. http://www.hrw.org/legacy/reports/2001/uslgbt/toc.htm 'Hatred in the Hallways: Violence and Discrimination against Lesbian, Gay, Bisexual and Transgender Students in U.S. Schools' is a report conducted by the Human Rights Watch. Data consists of interviews with 140 students, ages 12–21, and 130 parents, teachers, administrators and counselors across seven states, in every region of the U.S. The findings discuss a broad spectrum of violent behavior, including verbal harassment, homophobia, and physical violence. It can be useful for classroom discussion because each finding section of the report includes a 'case study' of one of the participants with direct quotes from their interview. http://www.aauw.org/research/hostile.cfm 'Hostile Hallways: Bullying, Teasing and Sexual Harassment in School' is a national report conducted by American Association of University Women on 8th to 11th grade students. The study found that 8 in 10 students experienced some form of harassment during their time in school. Both the executive summary and entire report are available to download on the website.Sample syllabusCourse outline and selected reading assignmentsSection 1: Introduction to cultural sociologyDefining CultureSwidler, Ann 1986. 'Culture in Action: Symbols and Strategies.'American Sociological Review 51: 273–86.Jepperson, Ronald and Ann Swidler 1994. 'What Properties of Culture Should We Measure?'Poetics 22: 359–71.Cultural Capital and Symbolic ViolenceBourdieu, Pierre and Jean‐Claude Passeron 1977. Reproduction in Education, Society and Culture. London: Sage.Lareau, Annette, and Elliott B. Weininger 2003. 'Cultural Capital in Educational Research: A Critical Assessment.'Theory and Society 32: 567–606.Reproduction TheoryMacLeod, Jay 1987. Ain't No Makin' It: Aspirations and Attainment in a Low Income Neighborhood. Oxford: Westview Press. Read Chapter 2, 'Social Reproduction in Theoretical Perspective.' Pp. 11–24 and Chapter 8, 'Reproduction Theory Reconsidered,' pp. 135–54.Cultural PedagogyGiroux, Henry 2000. 'Representations of Violence, Popular Culture and Demonization of Youth.' Pp. 93–105 in Smoke and Mirrors: The Hidden Context of Violence in Schools and Society. Edited by Stephanie Urso Spina. New York, NY: Rowan and Littlefield.Section 2: Broadening the definition of school violenceHenry, Stuart 2000. 'What is School Violence? An Integrated Definition.' Annals of the American Academy of Political and social Science 567: 16–30.Watkinson, Ailsa 1997. 'Administrative Complicity and Systemic Violence in Education.' Pp. 3–24 in Systemic Violence in Education: Promise Broken. Edited by Juanita Ross Epp and Ailsa M. Watkinson. Albany, NY: State University of NY Press.Urso Spina, Stephanie 2000. 'Violence in Schools: Expanding the Dialogue.' Pp. 1–40 in Smoke and Mirrors: The Hidden Context of Violence in Schools and Society. New York, NY: Rowan and LittlefieldCasella, Ronnie 2001. 'What is Violent about School Violence? The Nature of Violence in a City School.' Pp. 15–46 in Preventing Violence in Schools: A Challenge to American Democracy. Edited by Joan Burstyn. Mahwah, NJ: Lawrence Erlbaum Associates.Elliott, Delbert S., Beatrix Hamburg, and Kirk R. Williams 1998. 'Violence in American Schools: An Overview.' Pp. 3–30 in Violence in American Schools. Edited by Delbert S. Elliott, Beatrix A. Hamburg, and Kirk R. Williams. Cambridge, UK: Cambridge University Press.Newman, Katherine 2004. Rampage: The Social Roots of School Shootings. NY: Basic Books. Read Part I, Chapters 1–3, pp. 3–76.Section 3: Ideology and aggressionMerten, Don 1994. 'The Cultural Context of Aggression: The Transition to Junior High School.'Anthropology and Education Quarterly, v. 25 (1): 29–43.Willis, Paul 1977. Learning to Labour: How Working Class Kids Get Working Class Jobs. Farnborough, England: Saxon House.Newman, Katherine 2004. Rampage: The Social Roots of School Shootings. NY: Basic Books. Read Part II, Chapters 4–7, pp. 77–178.MacLeod, Jay 1987. Ain't No Makin' It: Aspirations and Attainment in a Low Income Neighborhood. Oxford: Westview Press. Read Chapter 6, 'School: Preparing for Competition,' pp. 83–111.Devine, John 1997. Maximum Security: The Culture of Violence in Inner‐City Schools. Chicago: University of Chicago Press. Read Chapter 1, 'Schools or 'Schools'? Competing Discourses on Violence,' pp. 19–46.Section 4: Cultural scripts – masculinityKimmel, Michael S. and Matthew Mahler 2003. 'Adolescent Masculinity, Homophobia, and Violence.'The American Behavioral Scientist 46(10): 1439–58.Ferguson, Ann Arnett 2000. Bad Boys: Public Schools in the Making of Black Masculinity. Ann Arbor: University of Michigan Press. Read Chapter 4, 'Naughty by Nature,' pp. 77–99 and Chapter 6, 'Getting into Trouble,' pp. 163–96.Bender, Geoff 2001. 'Resisting Dominance? The Study of a Marginalized Masculinity and its Construction within High School Walls.' Pp. 61–78 in Preventing Violence in Schools: A Challenge to American Democracy. Mahwah, NJ: Lawrence Erlbaum Associates.Klein, Jessi and Lynn S. Chancer 2000. 'Masculinity Matters: The Omission of Gender from High‐Profile School Violence Cases.' Pp. 129–62 in Smoke and Mirrors: The Hidden Context of Violence in Schools and Society. New York, NY: Rowan and Littlefield.Section 5: Cultural scripts – femininityEder, Donna 1985. 'The Cycle of Popularity: Interpersonal Relations among Female Adolescents.'Sociology of Education 58(3): 154–65.Merten, Don 1997. 'The Meaning of Meanness: Popularity, Competition, and Conflict Among Junior High School Girls.'Sociology of Education 70(3): 175–91.Merten, Don 2005. 'Transitions and 'Trouble': Rites of Passage for Suburban Girls.'Anthropology and Education Quarterly 36(2): 132–48.Artz, Sibylle 2004. 'Violence in the Schoolyard: School Girls' Use of Violence.' Pp. 167–90 in Girls' Violence: Myths and Realities, edited by Christine Alder and Anne Worrall. Albany, NY: State University of New York Press.Morris, Edward W. 2007. ''Ladies' or 'Loudies'? Perceptions and Experiences of Black Girls in Classrooms.'Youth & Society 38: 490–515.Mikel Brown, Lyn 2003. Girlfighting: Betrayal and Rejection among Girls. NY: New York University Press.Section 6: Culture resources and school violence – languageLanguage and Symbolic ViolenceFerguson, Ann Arnett 2000. Bad Boys: Public Schools in the Making of Black Masculinity. Ann Arbor: University of Michigan Press. Read Chapter 7, 'Unreasonable Circumstances,' pp. 197–226.Youth Talk about ViolenceDiket, Read M. and Linda G. Mucha 2002. 'Talking about Violent Images.'Art Education March: 11–7.Morrill, Calvin, Christine Yalds, Madelaine Adelman, Michael Musheno, and Cindy Bejarano 2000. 'Telling Tales in School: Youth Culture and Conflict Narratives.'Law & Society Review 34(3): 521–65.Burman, Michele 2004. 'Turbulent Talk: Girls Making Sense of Violence.' Pp. 81–103 in Girls' Violence: Myths and Realities. Edited by Christine Alder and Anne Worrall. Albany, NY: State University of New York Press.Obidah, Jennifer 2000. 'On Living (and Dying) with Violence: Entering Young Voices in the Discourse.' Pp. 49–66 in Smoke and Mirrors: The Hidden Context of Violence in Schools and Society. New York, NY: Rowan and Littlefield.Section 7: Culture resources and school violence – clothingClothing and School Safety DebatesHolloman, Lillian and Velma LaPoint, Sylvan I. Alleyne, Ruth J. Palmer, and Kathy Sanders‐Phillips 1996. 'Dress‐Related Behavioral Problems and Violence in Public School Settings: Prevention, Intervention, and Policy—A Holistic Approach.'The Journal of Negro Education 65(3): 267–281.Stanley, M. Sue 1996. 'School Uniforms and Safety.'Education and Urban Society 28(4): 424–35.Gereluk, Dianne 2008. 'Limiting Free Speech in the United States.' Pp. 41–64 in Symbolic Clothing in Schools: What Should Be Worn and Why. New York, NY: Continuum.Brunsma, David L., ed. 2006. Uniforms in Public Schools: A Decade of Research and Debate. Lanham, MD: Rowman & Littlefield Education.Clothing, School Policies and Symbolic ViolenceHorvat, Erin McNamara 1999. '"Hey, Those Shoes are Out of Uniform": African American Girls in an Elite High School and the Importance of Habitus.'Anthropology and Education Quarterly 30(3): 317–42.Morris, Edward 2005. '"Tuck in that Shirt!" Race, Class, Gender and Discipline in an Urban School.'Sociological Perspectives 48(1): 25–48.Ferguson, Ann Arnett 2000. Bad Boys: Public Schools in the Making of Black Masculinity. Ann Arbor: University of Michigan Press. Read Chapter 3, 'School Rules,' pp. 49–73.FilmsTough guise: violence, media, and the crisis in masculinity (2002)This Media Education Foundation film explores the relationship between popular culture and the construction of violent masculinity. Of particular relevance to this class, the film examines how the construction of masculinity relates to school shootings. The film is directed by Sut Jhally and narrated by Jackson Katz. This film could be used in the section Cultural Scripts – Masculinity.Wrestling with manhood: boys, bullying and battering (2004)This Media Education Foundation film, written and directed by Sut Jhally, examines the relationship between professional wrestling and the construction of masculinity. The film looks at how wrestling contributes to homophobia, violence against women and bullying in school. This film could be used in the section Cultural Scripts – Masculinity.School violence: answers from the inside (2000)This film originally aired on PBS''In the Mix,' a television series created by and for teens. The film examines stereotyping and conflict in schools through the eyes and voices of teenagers attending a diverse suburban high school. This film could be used in the section Cultural Resources – Language.The killer at Thurston high (2000)This PBS Frontline film focuses on Kip Kinkel, who in 1998, at the age of 15, shot his mother and father, and then opened fire at his school in Springfield, Oregon, killing two and injuring 25. He is currently serving 111 years in prison. The film provides an understanding of the tragedy through multiple viewpoints, including interviews with Kip's sister, teachers and psychiatrists. This film could be used in the section Broadening the Definition of School Violence.Mean girls (2004)Written by Tina Fey and based on Rosalind Wiseman's book, Queen Bees and Wannabes: Helping Your Daughter Survive Cliques, Gossip, Boyfriends, and Other Realities of Adolescence, this fictional account of 'mean girls' is a film that most college students will be familiar with. Clips from the film can be used in the section Cultural Scripts—Femininity to begin a discussion about relational aggression between girls in schools. It can also be used to examine the role that racism and classism play in our public perception of violent behavior, particularly since 'mean girls' in this film tend to be constructed as white and upper class, whereas in contrast, 'violent girls' in film have historically been constructed as poor, young women of color.Project ideas1. Social Policy and Intervention. This assignment is intended to get students critically thinking about how educators approach school violence. Have students pick either a national intervention program, such as D.A.R.E., or a local school policy created to deal with school violence. Begin by analyzing how school violence is defined and what type of intervention/prevention is being proposed. Require students to use a cultural approach to understand and critique the policy. In writing the paper, students should consider the following questions. How would a cultural sociologist define violence? What types of violence are missing from this policy? How would this policy be different if it took into account a cultural approach? The book, 'Being Down': Challenging Violence in Urban Schools (2001) by Ronnie Casella provides a good background resource for completing this assignment.2. Observation Project: Clothing and School Safety. Students will begin by gaining permission to observe at a local middle school or high school. Begin by analyzing the school policy towards clothing. Some schools might have an official uniform policy, whereas others might have policies regarding certain types of clothing (i.e. gang clothing, clothing with profanity, etc.) Next, spend several days observing students in non‐classroom settings, like the hallways, cafeteria, bus or playground. Take detailed fieldnotes. Pay particular attention to the clothing that students wear, any discussion made about clothing by either students or teachers, the relationship between clothing and identity, how clothes are used as a site of resistance, and how clothes might cause conflict between students, or between students and teachers. (You may also want to informally interview students about their perception of the school's policy on clothing, how they negotiate rules about clothing, and how they see clothing policies as contributing to conflict and violence, as well as school safety.) As a class, develop a coding scheme for the fieldnotes. Each student will then individually write an analysis paper on the relationship between clothing, conflict, discipline policies, and school violence.3. Mean Girls: Examining Relational Aggression in Schools. There has been much public attention in recent years to 'mean girls.' As a class, view the film Mean Girls during the course section, Cultural Scripts – Femininity. As a class, develop an interview guide with about six open‐ended questions (i.e. What were your experiences with 'mean girls' in high school? How did you or a close friend deal with being the victim of relational aggression? To what extent did you ever participate in being a 'mean girl'? How did teachers at your school respond to relational aggression between girls?) Next, have students interview six female students using the class interview guide. Students can work individually or in groups to write a paper that compares and contrasts the social construction of mean girls in the film with the actual perceptions of mean girls from their research participants. The analysis should be grounded in the social science research that students are reading on relational aggression.
Author's introductionNon‐human animals constitute an integral part of human society. They figure heavily in our language, food, clothing, family structure, economy, education, entertainment, science, and recreation. The many ways we use animals produce ambivalent and contradictory attitudes toward them. We treat some species of animals as friends and family members (e.g., dogs and cats), while we treat others as commodities (e.g., cows, pigs, and chickens). Our constructions of animals and the moral and legal status we grant them provide rich topics for sociological study.This teaching and learning guide can serve as a resource for those who want to learn more about the field or for those preparing to teach a course on animals and society. The materials have the common theme of examining animals within the context of larger social issues. The guide begins with an annotated list of major works in the area. It then lists useful online resources. Finally, it provides a sample syllabus, concluding with ideas for course projects and assignments.Author recommends:Arnold Arluke and Clinton R. Sanders, Regarding Animals (Philadelphia, PA: Temple University Press, 1996). Regarding Animals was the first book‐length sociological work on human‐animal relationships. Arluke and Sanders focus on the ambivalent and contradictory ways that we humans view other species. It examines how we cherish some animals as friends and family members, while we consider others as food, pests, and resources. Based on research in animal shelters, veterinary clinics, primate research laboratories, and among guide‐dog trainers, the book provides sociological insight into how we construct animals – and how in the process we construct ourselves.Arnold Arluke and Clinton R. Sanders, Between the Species: A Reader in Human‐Animal Relationships (Boston, MA: Allyn & Bacon, 2009).Arluke and Sanders have divided this reader into three units. The first, animal, self, and society, includes topical sections on 'Thinking with Animals', 'Close Relationships with Animals', 'The Darkside', and 'Wild(life) Encounters'. The second unit, which focuses on animals in institutions, includes readings on science, agriculture, entertainment and education, and health and welfare. The third unit is organized around the 'changing status and perception of animals'. Its chapters examine healing, selfhood, and rights. The articles, drawn largely from social science journals, have been edited for readability at the undergraduate level.Clifton Flynn, Social Creatures: A Human and Animal Studies Reader (New York, NY: Lantern, 2008).Flynn's edited volume examines the role of animals in language, as food, and as companions. It delves into issues of animal abuse and grief after pet loss. It contains over 30 chapters, mostly reprints of articles in scholarly journals, representing a range of perspectives. Part I gives an overview of the field of human–animal studies. Part II focuses on studying human‐animal relationships. Part III offers comparative and historical perspectives on those relationships. Animals and culture is the focus of Part IV. Part V examines attitudes toward animals. Part VI offers essays on criminology and deviance. Inequality and interconnected oppression focuses the essays in Part VII. The chapters in Part VIII concern living and working with animals, and Part IX includes readings on animal rights, as both philosophy and social movement. Each chapter offers study questions for study and discussion.Adrian Franklin, Animals & Modern Cultures: A Sociology of Human‐Animal Relations in Modernity (London, UK: Sage, 1999).This book examines the changes in human‐animal relationships over the 20th century. It argues that at the start of the century, animals were regarded most often as resources. Moreover, we drew a distinct boundary between humans and other animals. By the end of the century, our attitudes toward animals had changed, and we began to question the subordination implicit in the human–animal boundary. Franklin highlights companionship with animals, hunting and fishing, the meat industry, and leisure activities involving animals, such as bird watching and wildlife parks. He emphasizes variations by gender, class, ethnicity, and nation.Leslie Irvine, If You Tame Me: Understanding our Connection with Animals (Philadelphia, PA: Temple University Press, 2004).This book examines our relationships with dogs and cats, arguing that animals have a sense of self. Drawing on research conducted at an animal shelter, in dog parks, and in interviews and observation, the author argues that animals become such important parts of our lives because of the subjective experience they bring to the relationship. Challenging the view that we simply anthropomorphize animals, Irvine offers a model of animal selfhood that explains what makes relationships with animals possible. Offering an alternative to George Herbert Mead's perspective on the self, Irvine argues that interaction with animals reveals complex subjectivity, emotionality, agency, and memory.Linda Kalof and Amy Fitzgerald, The Animals Reader: The Essential Classic and Contemporary Writings (New York, NY: Palgrave Macmillan, 2007).This edited volume is notable for its diversity in perspectives. It includes readings on ethics, philosophy, sociology, cultural studies, environmental studies, history, and anthropology. It examines questions ranging from 'what is an animal?' to those surrounding the ethics of cloning. Part I examines animals as philosophical subjects. Part II includes essays that suggest that animals are reflexive thinkers. Part III considers the various roles of animals as domesticates, 'pets', and food. The chapters in Part IV focus on animals in sport and spectacle. Part V focuses on animals as symbols. Part VI examines animals as scientific objects. Each chapter offers an introduction and list of further readings.David Nibert, Animal Rights/Human Rights: Entanglements of Oppression and Liberation (Lanham MD: Rowman and Littlefield, 2002).David Nibert connects oppression based on species, gender, ethnicity, and social class to the institution of capitalism. By modifying Donald Noel's theory of ethnic stratification, Nibert explains the oppression of non‐human animals in all forms, from meat eating to vivisection. He then argues that the systematic oppression of animals led to the oppression of other humans.Online materials Animals and Society Section of the American Sociological Association http://www2.asanet.org/sectionanimals/ This website offers membership information specifically for sociologists interested in human–animal studies. It is especially notable for its online syllabi from courses on animals and society. Animals and Society Institute http://www.animalsandsociety.org/ The Animals and Society Institute includes programs in three areas: Human–animal Studies; AniCare, a program dedicated to animal abuse and other forms of violence; and the Animals' Platform, a set of guidelines for animal protection legislation at the state, local, or national levels. The website's homepage includes a link to a video introducing the institute and its programs. The 'Resources' link leads to useful web and print documents and other web pages, including lists of human–animal studies centers and courses. Animal Studies Bibliography http://ecoculturalgroup.msu.edu/bibliography.htm This extensive, well‐organized bibliography is the project of the Ecological & Cultural Change Studies Group at Michigan State University. It includes works on Animals as Philosophical and Ethical Subjects; Animals as Reflexive Thinkers; Domestication and Predation; Animals as Entertainment and Spectacle; Animals as Symbols and Companions; Animals in Science, Education, and Therapy; and a 'miscellaneous' category. HumaneSpot.org http://www.humanespot.org/node HumaneSpot is the creation of the Humane Research Council. It requires registration as a user, and users must complete a short online application and attest that they are animal advocates, but advocacy in the form of scholarship counts. Once registered, users have access to extensive research on all aspects of animal welfare. Users can also have summarized updates of recent studies delivered by email. The Hoarding of Animals Research Consortium (HARC) http://www.tufts.edu/vet/cfa/hoarding/ The HARC website offers a collection of research on animal hoarding or 'collecting'. The studies address issues of animal welfare, public health, mental health, connections with other forms of abuse, and intervention. Pet‐Abuse.com http://www.pet‐abuse.com/ Alison Gianotto started Pet‐Abuse.com after someone kidnapped one of her cats and set him on fire. The cat died of the subsequent injuries and the abuser was never caught. Despite its name, Pet‐Abuse addresses abuse among many species, not just those commonly kept as pets. The project tracks incidents of cruelty throughout the United States, Canada, the United Kingdom, New Zealand, Australia, and Spain. The website offers a database that is searchable by location, type of cruelty, gender of offender, and more. It also allows for the creation of real‐time graphic displays of statistics on cruelty cases.Sample syllabusPart I: introduction and overviewWhat is human–animal studies? How can we study animals sociologically? What can the study of animals offer to the field?Reading:Arnold Arluke, 'A Sociology of Sociological Animal Studies,'Society & Animals 10 (2002): 369–374. Leslie Irvine, 'Animals and Sociology,'Sociology Compass 2 (2008):1954–1971. Jennifer Wolch, 'Zoöpolis,' In: Jennifer Wolch and Jody Emel (eds), Animal Geographies: Identity in the Nature Culture Borderlands (London, UK: Verso), 119–138.From Social Creatures:Kenneth J. Shapiro, 'Introduction to Human: Animal Studies'Clifton Bryant, 'The Zoological Connection: Animal‐related Human Behavior'Barbara Noske, 'The Animal Question in Anthropology'Part II: studying human‐animal relationshipsHow can we study our interactions and relationships with animals? What approaches have been used, and what are their strengths and weaknesses?Leslie Irvine, 'The Question of Animal Selves: Implications for Sociological Knowledge and Practice,'Qualitative Sociology Review 3 (2007): 5–21.From Social Creatures:Kenneth J. Shapiro, 'Understanding Dogs through Kinesthetic Empathy, Social Construction, and History'Alan M. Beck and Aaron H. Katcher, 'Future Directions in Human – Animal Bond Research'Clinton R. Sanders, 'Understanding Dogs: Caretakers' Attributions of Mindedness in Canine – Human Relationships'Part III: historical and comparative perspectivesIn this section, we examine how people have regarded animals in other times and places.Reading:Lynda Birke, 'Who – or What – are the Rats (and Mice) in the Laboratory?'Society & Animals 11 (2003): 207–224.From Social CreaturesBarbara Noske, 'Speciesism, Anthropocentrism, and Non‐Western Cultures'Michael Tobias, 'The Anthropology of Conscience'Harriet Ritvo, 'The Emergence of Modern Pet‐keeping'Part IV: animals and cultureThis section focuses on how animals are portrayed in language, advertisements, and other media. It also considers how culture influences our attitudes toward animals.Reading:Rhonda D. Evans and Craig J. Forsyth, 'The Social Milieu of Dogmen and Dogfights,'Deviant Behavior 19 (1998): 51–71.Fred Hawley, 'The Moral and Conceptual Universe of Cockfighters: Symbolism and Rationalization,'Society & Animals 1 (1992): 159–168.Linda Kalof and Amy Fitzgerald, 'Reading the Trophy: Exploring the Display of Dead Animals in Hunting Magazines,'Visual Studies 18 (2003): 112–122.Jennifer E. Lerner and Linda Kalof, 'The Animal Text: Message and Meaning in Television Advertisements,'The Sociological Quarterly 40 (1999): 565–585.From Social Creatures:Andrew Linzey, 'Animal Rights as Religious Vision'Leslie Irvine, 'The Power of Play'Tracey Smith‐Harris, 'There's Not Enough Room to Swing a Dead Cat and There's No Use Flogging a Dead Horse'Part V: attitudes toward other animalsThis part of the course examines how we think about animals, including what research reveals about how our attitudes develop.Reading:Mart Kheel, 'License to Kill: An Ecofeminist Critique of Hunters' Discourse,' In: Carol J. Adams and Josephine Donovan (eds), Animals and Women: Feminist Theoretical Explorations (Durham, NC: Duke University Press, 1995): 85–125.From Social Creatures:Harold Herzog, Nancy S. Betchart, and Robert B. Pittman, 'Gender, Sex‐role Orientation and Attitudes toward Animals'Elizabeth S. Paul and James A. Sarpell, 'Childhood Pet Keeping and Humane Attitudes in Young Adulthood'David Nibert, 'Animal Rights and Human Social Issues'Part VI: criminology and devianceThis section examines animal abuse and neglect, and its possible connections to other forms of violence, particularly that directed at human beings.Reading:Arnold Arluke, 'Animal Abuse as Dirty Play,'Symbolic Interaction 25 (2002): 405–430.From Social Creatures:Frank R. Ascione, 'Children Who Are Cruel to Animals: A Review of Research and Implications for Developmental Psychology'Linda Merz‐Perez, Kathleen M. Heide, and Ira J. Silverman, 'Childhood Cruelty to Animals and Subsequent Violence against Humans'Clifton P. Flynn, 'Women's Best Friend: Pet Abuse and the Role of Companion Animals in the Lives of Battered Women'Gary J. Patronek, 'Hoarding of Animals: An Under‐recognized Public Health Problem in a Difficult‐to‐study Population'Part VII: inequality – interconnected oppressionsThis section considers how our treatment of other animals influences our treatment of others, especially women and people of color.Reading:Isabel Gay Bradshaw, 'Not by Bread Alone: Symbolic Loss, Trauma, and Recovery in Elephant Communities,'Society & Animals 12 (2004): 144–158.Linda Kalof, Amy Fitzgerald, and Lori Baralt, 'Animals, Women, and Weapons: Blurred Sexual Boundaries in the Discourse of Sport Hunting,'Society & Animals 12 (2004): 237–251.From Social Creatures:Marjorie Spiegel, 'An Historical Understanding'Carol J. Adams, 'The Sexual Politics of Meat'David Nibert, 'Humans and Other Animals: Sociology's Moral and Intellectual Challenge'Part VIII: living and working with other animalsWe hold contradictory attitudes toward animals. We love our pets, but we consider some animals as disposable. What do our close living and working relationships with animals reveal about the roles of animals in society?Reading:Leslie Irvine, 'Animal Problems/People Skills: Emotional and Interactional Strategies in Humane Education,'Society & Animals 10 (2002): 63–91.Rik Scarce, 'Socially Constructing Pacific Salmon,'Society & Animals 5 (1997): 115–135.From Social Creatures:Andrew N. Rowan and Alan M. Beck, 'The Health Benefits of Human—Animal Interactions'Rose M. Perrine and Hannah L. Osbourne, 'Personality Characteristics of Dog and Cat Persons'Gerald H. Gosse and Michael J. Barnes, 'Human Grief Resulting from the Death of a Pet'Stephen Frommer and Arnold Arluke, 'Loving Them to Death: Blame‐displacing Strategies of Animal Shelter Workers and Surrenderers'Mary T. Phillips, 'Savages, Drunks, and Lab Animals: The Researcher's Perception of Pain'Part IX: animal rights – philosophy and social movementThis section examines the leading animal rights perspectives. It also considers who animal activists are and how animal rights exists as a social movement.Corwin Kruse, 'Gender, Views of Nature, and Support for Animal Rights,'Society & Animals 7 (1999): 179–197.From Social Creatures:Peter Singer, 'All Animals are Equal'Tom Regan, 'The Case for Animal Rights'Josephine Donovan, 'Animal Rights and Feminist Theory'Lyle Munro, 'Caring about Blood, Flesh, and Pain: Women's Standing in the Animal Protection Movement'Project ideasEssay topicsWrite an essay on each of the following topics: Topic 1: Focus on any species (other than dog or cat) and explore and present the nature of human–animal relations for that species. You should find and evaluate scholarly and popular print and Internet resources regarding this species and its relationships with humans. At least two of your sources should come from articles in scholarly journals.Topic 2: Find current media coverage of an event or issue that applies and extends material in the assigned text. This can involve an individual animal, a group of animals, or an entire species. For example, coverage of the role of livestock in global warming could be approached through several of the readings in the course. You cannot predict when these events will occur, so be continually on the lookout throughout the semester. JournalingTo help you think about the readings and ideas we are discussing, as well as relate the material to your own lives, you must keep a journal throughout the semester. You must have two entries per week. These need not be long; one page for each entry will suffice. However, they must demonstrate that you are thinking about the issues we are studying. The entries are to be analysis, not cute stories of how much you love animals. You must apply the material to your thoughts about and/or your interaction with animals. Each entry should have three parts: a personal reflection, a sociological insight, and an action step.1. Personal reflection (In this section, note any new observations, feelings, epiphanies, or other insights prompted by the course material.) Example: I never knew, or even thought about, the emotional lives of farm animals. Somehow, I have been able to draw a line between pets and other animals. I know many wild animals have emotions. I have seen programs about elephants experiencing grief, for example. However, I always bought into the idea that cows, chickens, and pigs were 'dumb'. I guess we have to think of them that way in order to treat them the way that we do. I was particularly struck by ... 2. Sociological insight (In this section, draw out some of the sociological relevance of the material.) Example: Farm animals have such a huge role in so many institutions. So much of the economy has to do with raising animals, transporting animals, killing them, processing their skin, muscle, organs, coats, and bones. It makes sense that we have commercials promoting 'Beef, it's what's for dinner' and 'Got Milk' ads. If it were 'natural' and necessary to consume animals, we would not need advertising campaigns designed to encourage us to do so. The 'animal industrial complex' depends on a steady supply of consumers. Vegetarians and vegans are very threatening to the status quo. No wonder popular culture makes fun of them.Farm animals also have a huge role in families. We eat animals on most of our holidays and other occasions. In addition, the histories of agricultural families go back ... 3. Action Step(s) (In this section, note at least one and as many as three ways that you will share your new knowledge. Action steps might include taking your cat to the vet, finding out about volunteering at an animal shelter, or becoming vegetarian.) Example: I intend to tell my roommates about the emotional lives of farm animals, and about the animal industrial complex. I will look for information about Farm Sanctuary online and pass it on to my sister.
Dear readers, authors and reviewers,As usual in RESI's issues, vol. 9, n. 2, brings papers from authors from many different institutions. This time, the authors of the ten papers come from eleven different universities. This provides clear evidence of the journal's spread of reach and capilarity. What calls the attention now is the fact that three of the papers were submitted in English, although there are Latin Americans among their authors. There are at least five other papers going through the review process right now that were also written in English in spite of their authors being native speakers of Portuguese or Spanish, which increases or perception that there is a trend towards that.RESI's editors consider this a very positive movement, because it increases the visibility of the journal among a broader audience. The fact that RESI pioneered the adoption of DOAJ, now the leading indexer of open access academic journals in the world, and that it started using DOI to identify its issues and papers prior to most other Latin American journals demonstrate our concern in providing more visibility to the research that is carried out in Latin America. Of course, publishing papers in English will make that effort more effective. RESI intends to become a connection hub between our scientific community and that of the Norther Hemisphere. Therefore, papers in English will always be very welcome.In spite of that, we would like to stress our commitment with the publication of sound research developed in Portugues or Spanish, because that is essential for the integration of ibero-american researchers, something which still needs a lot of promotion. We should also highlight that issues involving information systems many times have a relevant cultural component that needs to be addresses by researchers that are familiarized with local realities and generate results that can be discussed with local authorities and society in general. And that is, surely, easier to do using the national language of those concerned. We shouldn't be happy to only import technologies that were developed in "the developed world" (no matter what that means!) adapting them to our local problems without a thorough reflection on their capacity, or even usefulness, in solving them.Therefore, at the same time we celebrate the interest and the courage of our authors to try and express themselves in a foreign language, in order to increase the visibility of their work, we will always be open to papers written by authors in their native language, if we have the technical conditions to review it properly, which currently only happens to Portuguese, Spanish and English. After all, an electronic journal such as RESI can provide international visibility for those who seek it, while also creating a democratic environment for the discussion of local issues with those who have a particular interest on it, which may be less effective if not done in the national language of the stakeholders.Having this reflection been made, we invite our authors, reviewers and readers to keep this "caotic" diversity of languages, perspectives and ideologies which have always characterized the University and now call attention to the papers that comprise this issue, which will be briefly presented in the next few paragraphs:The first paper, "Information systems graduate education and research in Brazil", written by Renata Mendes de Araujo and Márcio de Oliveira Barros, opens this issue with an important issue to all of those involved with graduate education in the Information Systems' field, which is the way we are forming the next generations of researchers in our maters and doctorate programs. In this paper, the authors report their experience in consolidating their graduate school at Unirio. The paper is addressed to researchers that deal with IS from an informatics perspective, but could also interest those who see IS from a managerial perspective.Lisiane Barea Sandi and Amarolinda Zanela Saccol show their concern with the way our society is assimilating new technologies, highlighting the fact that, in spite of the obvious benefits, there are also reasons for concern. In " Information overload due to the adoption of mobile and wireless information technologies and its consequences to sales professionals" the authors use an exploratory survey with 75 sales professionals, trying to analize the impacts of mobile telephony on their quality of life."The influence of managerial work determinants on the perception of fitness between technology and task: an exploratory study" is the work developed by Débora Bobsin, Monize Sâmara Visentini and Mauri Leodir Löbler, where they try to contribute to the understanding of information systems as tools to support the activities that are expected to be carried out by managers in organizations. The authors conclude that the more experience managers have with information systems, the more they consider that technology can affect his/her tasks. Also, the more access a user has to a system, the more he/she perceives the fit between technology and task.In "Motivation to create free and open source projects and how decisions impact success", Carlos Denner Santos Jr. and Kay M. Nelson propose a theoretical model that helps assess the reasons that lead an organization to get involved in open software development projects, so that, in the future, such projects can have their success evaluated in a more objetive way. This is an interesting complement to another paper the first author had published at Revista de Administração de Empresas, v. 50, n. 4, late in 2010.In "Engagement or friendship? The perspective of customers and suppliers about business relationships in the software sector", Rita de Cássia de Faria Pereira, Carlo Gabriel Porto Bellini and Fernando Bins Luce use a very original approach (interviews of pairs of customers-suppliers in the software industry – 14 dyads) to analyze issues concerning their relationships (commitment, trust, adaptation, cooperation, and communication) and contextual factors that may amplify or moderate those attributes (uncertainty, interdependence, and the existence of alternative suppliers).Edimara Mezzomo Luciano, Leandro Pilatti, Maurício Gregianin Testa and Ionara Rech deal with the use of COBIT framework to improving management processes of outsourced activities for both involved companies. The paper's title is " Applicability of COBIT in managing outsourced information technology activities: an investigation based on two multinational companies".Perceiving the influence of information technologies on the way companies organize themselves and coordinate their activities with those of customers and suppliers, Dayane Mayely Silva de Oliveira and Max Fortunato Cohen (UFA), carried out a literature review and mapped 21 technologies that facilitate the integration of production processes and emphasize the collaboration among autonomous organizations. This is reported in: "IT use along the supply chain in conjunction with the major management collaboration techniques".Problems involving information security increase as companies integrate their processes and systems to those of their business partners by means of computer networks. Concerned with that, Alexandre dos Santos Roque, Raul Ceretta Nunes and Alexandre Dias da Silva developed, in their paper "Proposition of a dynamic model for managing security information on industrial environments", a dynamic model for information security management, in which interaction, cooperation and motivation (of upper-management, supervisors and workers) are emphasized in order to meet the new demands of information security management: responsibility, trust and ethics.In an environment of activity/process integration of organizations and their business partners and huge information flow among the interested partiesas discussed in a previous paper in this issue (see Oliveira and Cohen), it becomes essential to adopt information security policies to make sure that information is always available to those who need it and do not fall in wrong hands. Leonardo Guerreiro Azevedo, Diego Alexandre Aranha Duarte, Fernanda Baião and Claudia Cappelli developed a set of criteria and a method to assess tools for management and execution of authorization rules for the access and use of information systems, applying them to a real situation at Petrobrás, one of the leading oil companies in the world, which they discuss in "Evaluating tools for execution and management of authorization business rules".Finally, the paper "Requirements and wished features for software testing tools: a study based on the use of SQFD", authored by Ismayle Sousa Santos, Rodolfo S. Ferreira de Resende, Pedro Alcântara Santos Neto and Clarindo Isaias P. da Silva e Padua presents the adaptation of QFD (Quality Function Deployment), a Quality technique developed originally for industrial products, to sortware development. By means of intelligent argumentation and detailing of all necessary steps for implementing the methodology, the authors make it easy for the reader to understand its possible use in the new field and contribute for its dissimination among the software developers. I wope you all have fun reading the papers in this issue!Alexandre R. GraemlEditor ; Prezados leitores, autores e revisores,O volume 9, número 2, como tem sido usual nas edições da RESI desde a sua fundação em 2002, é marcado pela diversidade geográfica dos seus autores. Desta vez, há onze instituições representadas entre os autores dos dez artigos publicados. Isto evidencia a abrangência e capilaridade deste periódico, agora com a contribuição de autores de seis estados brasileiros: Amazonas, Minas Gerais, Piauí, Rio de Janeiro, Rio Grande do Sul e São Paulo, além de um norte-americano, do estado de Illinois, nos Estados Unidos. Mas o que chama mais atenção, e talvez já demonstre a preocupação dos autores brasileiros e latino-americanos em aumentar a visibilidade internacional da sua produção, é que três dos dez artigos ora publicados foram submetidos à revista em inglês. Há pelo menos outros cinco artigos de autores de língua espanhola ou português em análise no momento, para eventual publicação em edições posteriores da revista, o que reforça a percepção de que existe uma tendência nessa direção.Os editores da RESI consideram essa iniciativa louvável. O fato de a RESI ser o periódico brasileiro há mais tempo no DOAJ, o principal indexador de revistas de acesso livre no mundo, e de dispor de DOI para todos os artigos publicados nos últimos anos, individualmente, demonstra a nossa preocupação em dar visibilidade à pesquisa realizada na América Latina e para que isso ocorra mais eficazmente devemos começar a explorar mais o idioma inglês, não só no abstract, como sempre foi feito, mas também no corpo dos nossos trabalhos, sempre que possível. O esforço de internacionalização da revista, que pretende ser o principal fórum de discussões da área na América Latina, mas também um meio de conexão da nossa comunidade científica com os pesquisadores do Hemisfério Norte, deve ir nessa direção. Por isso, são muito bem vindos os manuscritos em inglês.Apesar disso, gostaríamos de reforçar nosso comprometimento com a publicação de bons textos em português ou espanhol, porque eles são essenciais para a maior integração dos pesquisadores ibero-americanos, que ainda precisa ser muito fomentada. É importante lembrar que as temáticas de sistemas de informação estão (e em alguns casos deveríam ser ainda mais!) relacionadas a questões culturais que precisam ser exploradas na pesquisa de autores que estejam familiarizados com as realidades locais envolvidas e gerar resultados de pesquisa que possam ser discutidas com agentes governamentais e a comunidade local, algo que, seguramente, ocorre de forma facilitada no idioma nacional. Não basta importarmos tecnologias dos "países mais desenvolvidos" (o que quer que isso signifique!) adaptando-nos a elas sem uma reflexão sobre sua capacidade, ou mesmo utilidade, na solução dos nossos problemas, considerando que foram desenvolvidas em outro contexo e, possivelmente, para outros fins.Por isso, ao mesmo tempo que festejamos o interesse (e a coragem!) dos nossos autores de se utilizarem de idioma estrangeiro para tornar sua pesquisa mais visível no exterior, em uma atitude nítidamente expansionista, também queremos deixar claro que a RESI sempre estará aberta e acolherá com carinho os trabalhos escritos no idioma original do seu autor, desde que tenhamos condições técnicas de avaliá-lo competentemente, o que hoje ocorre para o português, o espanhol e o inglês. Afinal, uma revista eletrônica como a RESI pode fornecer grande visibilidade internacional para aqueles que a procuram, mas também um espaço de discussão democrático que possibilite a comunicação dos seus autores com a sociedade, principalmente nos casos em que houver questões culturais e sociais importantes em discussão, o que pode ficar prejudicado se não no idioma nacional.Feita essa reflexão inicial e o convite para que mantenhamos sempre a "caótica" diversidade de idiomas, de perspectivas e de ideologias que caracteriza a Universidade, gostaria de chamar a atenção de todos para os artigos que compõem essa edição, brevemente descritos a seguir:O primeiro artigo, "Information systems graduate education and research in Brazil", de Renata Mendes de Araujo e Márcio de Oliveira Barros, ambos da Unirio, abre essa edição da RESI discutindo um tema muito importante para os pesquisadores que estudam Sistemas de Informação no Brasil, que é a forma como estamos preparando as novas gerações de pesquisadores em nossos programas stricto sensu. No artigo, os autores relatam a experiência de sua instituição na consolidação de um curso de pós-graduação na área. O trabalho é mais voltado para programas com origem na informática, mas encontrará leitores também entre aqueles que estudam as tecnologias de informação a partir de uma perspectiva de negócios.Lisiane Barea Sandi e Amarolinda Zanela Saccol, da Unisinos, demonstram sua preocupação com a forma como a sociedade está se apropriando das novas tecnologias, salientando que, além dos óbvios benefícios, há também questões preocupantes, que precisam ser discutidas. Em "Sobrecarga de informações geradas pela adoção de tecnologias da informação móveis e sem fio e suas decorrências para profissionais de vendas" as autoras se utilizam de uma survey exploratória com 75 profissionais da área de vendas, procurando analisar os impactos do telefone celular sobre sua qualidade de vida."A influência dos determinantes do trabalho gerencial na percepção do ajuste entre a tecnologia e a tarefa: um estudo exploratório" é o trabalho de Débora Bobsin, Monize Sâmara Visentini e Mauri Leodir Löbler (UFRGS e UFSM), em que procuram contribuir para o entendimento dos sistemas de informação como ferramenta de suporte para a execução das tarefas que compõem o papel do gestor na organização. Os autores concluem que quanto mais aumenta a experiência do indivíduo com os Sistemas de Informação, maior o ajuste percebido por ele, entre a tecnologia e a tarefa que executa. Da mesma forma, quanto maior o acesso do usuário ao sistema, maior o ajuste percebido entre tecnologia e tarefa.Em "Motivation to create free and open source projects and how decisions impact success", Carlos Denner Santos Jr. e Kay M. Nelson (USP e Southern Illinois) propõem um modelo teórico que ajuda a avaliar o que leva uma organização a se envolver em projetos de desenvolvimento de software livre para que, no futuro, seja possível avaliar com mais propriedade o sucesso dessas iniciativas. Trata-se de um complemento interessante a outro artigo publicado recentemente pelo primeiro autor na RAE (v. 50, n. 4, out/dez 2010).Em "Namoro ou amizade? A visão de clientes e fornecedores sobre relacionamentos de negócio no setor de software", Rita de Cássia de Faria Pereira, Carlo Gabriel Porto Bellini e Fernando Bins Luce (os três primeiros da UFPB e o último da UFRGS) adotam uma abordagem bastante original (entrevistas com 14 díades cliente-fornecedor do setor gaúcho de software - 28 empresas ao todo) para analisar aspectos relacionados ao relacionamento entre essas empresas (comprometimento, confiança, adaptação, cooperação e comunicação) e fatores contextuais que podem influenciá-los (incerteza, interdependência e disponibilidade de fornecedores alternativos).Edimara Mezzomo Luciano, Leandro Pilatti, Maurício Gregianin Testa e Ionara Rech (todos da PUC-RS) analisam a forma como a adoção do framework do COBIT pode auxiliar no aprimoramento dos processos de gestão das atividades terceirizadas, tanto pela empresa terceirizada quanto pela que terceiriza o serviço. O título do artigo é: "Aplicabilidade do Cobit na gestão de atividades de tecnologia da informação terceirizadas: uma investigação com base em duas empresas multinacionais".Percebendo a influência cada vez mais intensa das tecnologias da informação sobre a forma como as organizações se organizam para a produção e agregação de valor, Dayane Mayely Silva de Oliveira e Max Fortunato Cohen (UFA), fazem um levantamento bibliográfico sobre o fenômeno, mapeando 21 tecnologias que facilitam a integração de processos produtivos e incentivam a colaboração entre empresas autônomas. Isto é relatado em: "Os usos da TI ao longo da cadeia de suprimentos e em conjunto com as principais técnicas colaborativas de gestão".Os problemas relacionados à segurança da informação aumentam, na medida em que as empresas se informatizam e integram seus processos aos de parceiros de negócios por meio de redes de computadores. Preocupados com isso, Alexandre dos Santos Roque, Raul Ceretta Nunes e Alexandre Dias da Silva (UFSM) desenvolvem, em seu artigo "Proposição de um modelo dinâmico de gestão de segurança da informação para ambientes industriais", um modelo dinâmico de gestão da segurança da informação em que a interação, a cooperação e a motivação das pessoas (alta-gerência, chefes e funcionários) são priorizadas para atender os novos requisitos da gestão da segurança da informação: responsabilidade, confiança e ética.Em um cenário de integração das atividades das empresas com parceiros de negócios e grande fluxo de informações entre elas, conforme discutido inclusive em outro artigo dessa edição (ver Oliveira e Cohen), torna-se essencial que se adotem políticas de segurança da informação, para garantir que ela esteja sempre acessível àqueles que precisam e devem ter acesso a ela e não caiam em mãos indesejadas. Leonardo Guerreiro Azevedo, Diego Alexandre Aranha Duarte, Fernanda Baião e Claudia Cappelli (todos da Unirio) desenvolvem um conjunto de critérios e um método para avaliação de ferramentas para gestão e execução de regras de autorização para o acesso e utilização de sistemas, aplicando-os ao caso real da Petrobrás, conforme relatado em "Evaluating tools for execution and management of authorization business rules".O artigo "Requisitos e aspectos técnicos desejados em ferramentas de testes de software: um estudo a partir do uso do SQFD", de Ismayle Sousa Santos, Rodolfo S. Ferreira de Resende, Pedro Alcântara Santos Neto e Clarindo Isaias P. da Silva e Padua (a primeira da UFPI e os demais da UFMG) apresenta uma adaptação ao desenvolvimento de software da ferramenta QFD (desdobramento da função qualidade), tão defendida pelos guros da qualidade para aplicação a processos industriais. A argumentação inteligente e o detalhamento dos passos a serem executados na implementação da metodologia facilitam a compreensão do seu uso pelo leitor e contribuem para a sua divulgação entre os informáticos. Desejo a todos uma ótima leitura!Alexandre Reis GraemlEditor
