2016 Graduate Student Essay Prize Winner: In Defense of the Home: Working Class Domesticity and Community Action in the Michigan Copper Country

2017 ◽  
Vol 43 (1) ◽  
pp. 1-27
Author(s):  
Shannon Kirkwood
Author(s):  
Florence Sutcliffe-Braithwaite

This chapter examines how ideas about class, community, and individualism figured in the modernization of the Labour Party in the 1980s and 1990s. It examines the development, under Kinnock and Blair, of a new imagined constituency for Labour—a ‘new working class’ or, as Blair put it, ‘new middle class’. The sources of this vision lay partly in academic theorizing, but also in the backgrounds of key modernizers, and in new polling and focus group techniques for researching social attitudes. Modernizers understood the new majoritarian constituency in society as united by aspirations, and reoriented socialism to emphasize the use of community action—through the state—to secure a wide distribution of opportunity and security throughout society, in order to enable individuals to achieve those aspirations. The chapter concludes by examining the impact of these beliefs on policy relating to poverty, inequality, trade unionism, and community.


Author(s):  
Stephen Schryer

The Conclusion sums up ongoing anxieties about lower-class cultural difference in the wake of Donald Trump’s electoral victory, exploring the notion that the rural white working class inhabits an alternative culture hostile toward expert knowledge. The Conclusion develops this notion through a reading of Carolyn Chute’s The School on Heart’s Content Road and Treat Us like Dogs and We Will Become Wolves. In these fictions, Chute imagines an educational co-op that creates working-class experts, bypassing the division between professionals and lower-class clients that marked the Community Action Program. Chute embodies this notion of working-class expertise in the novels’ form; she presents them as alternative histories, accessible to nonexpert reading practices. However, the novels replicate the War on Poverty–era notion of class culture, which cannot be eradicated without exterminating the tribal consciousness of working-class Maine.


1981 ◽  
Vol 24 (4) ◽  
pp. 595-600 ◽  
Author(s):  
Richard F. Curlee

Groups of undergraduate and graduate stndent listeners identified the stutterings and disfluencies of eight adult male stutterers during videotaped samples of their reading and speaking. Stuttering and disfluency loci were assigned to words or to intervals between words. The data indicated that stuttering and disfluency are not two reliable and unambiguous response classes and are not usually assigned to different, nonoverlapping behaviors. Furthermore, judgments of stuttering and disfluency were distributed similarly across words and intervals. For both undergraduate and graduate student listeners, there was relatively low unit-by-unit agreement among listeners and within the same listeners from one judgment session to another.


ASHA Leader ◽  
2013 ◽  
Vol 18 (3) ◽  
pp. 64-65
Author(s):  
King Kwok

A graduate student who is an English-language learner devises strategies to meet the challenges of providing speech-language treatment.


ASHA Leader ◽  
2011 ◽  
Vol 16 (11) ◽  
pp. 19-19
Author(s):  
Neil Snyder

2016 ◽  
Vol 1 (13) ◽  
pp. 104-112
Author(s):  
Karen A. Ball ◽  
Luis F. Riquelme

A graduate-level course in dysphagia is an integral part of the graduate curriculum in speech-language pathology. There are many challenges to meeting the needs of current graduate student clinicians, thus requiring the instructor to explore alternatives. These challenges, suggested paradigm shifts, and potential available solutions are explored. Current trends, lack of evidence for current methods, and the variety of approaches to teaching the dysphagia course are presented.


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