Community-based performances of harmonious diversity: Happy talk and utopian performativity in Playback Theatre

2021 ◽  
Vol 9 (1) ◽  
pp. 39-53
Author(s):  
Dani Snyder-Young ◽  
Maren Flassen

In this article, we examine a Playback Theatre performance in which audience members perform their appreciation for living in a diverse community, engaging with the performativity of happy talk surrounding diversity. Happy talk is largely considered to support the status quo of White supremacy, letting those who benefit from dominant systems of power off the hook. However, in this event it appeared to operate instead as a utopian performative. The racially and ethnically diverse storytellers in the workshop narrate positive stories about the diversity in their community, and they do so for a reason. This article looks at the hope animating the event.

2018 ◽  
Vol 100 (2) ◽  
pp. 62-63
Author(s):  
Joshua P. Starr

Phi Delta Kappa’s CEO, Joshua Starr, points out that while school boards may tell their newly hired superintendents to be bold, visionary leaders, the job tends to include built-in incentives — such as a pension system that rewards longevity — to play it safe. If district leaders aim to challenge longstanding patterns of inequity in their local schools, they must be willing to take a stand against those who benefit from the status quo, even if that eventually costs them their job. Of course, not everybody can afford to do so.


Author(s):  
Stephan S Terblanche

In this contribution a number of procedural issues related to the sentencing of child offenders and emanating from the Child Justice Act 75 of 2008 are considered in some detail. As a general rule, the Act requires pre-sentence reports to be obtained from probation officers before sentencing any child offender, with only a limited number of exceptions. The article argues that the peremptory nature of the Act means that a probation report is always required, even if reports by other experts are also available. The exceptions are limited to instances other than those where the child offender is sentenced to any form of imprisonment or to residence in a care centre. The article addresses the question of whether or not the reference to imprisonment includes alternative imprisonment which is imposed only as an alternative to a fine. It suggests that alternative imprisonment should, generally, not be imposed on child offenders. When an exception is not prevented because of the sentence, a pre-sentence report may be dispensed with only when the offence is a schedule-1 offence (the least serious class of offences) or when obtaining a report would prejudice the child. It is argued that these exceptions are likely to occur rather rarely. A final aspect of the Act’s provisions on pre-sentence reports is the requirement that reasons be given for a departure from the recommendations in a pre-sentence report. This requirement merely confirms the status quo. The Act permits the prosecutor to provide the court with a victim impact statement. Such a statement is defined in the Act. It is a sworn statement by a victim or someone authorised by the victim explaining the consequences to the victim of the commission of the crime. The article also addresses the issue of whether or not the child justice court might mero motu obtain a victim impact statement when the prosecution does not do so. Finally, the article addresses appeals against and reviews of the trial courts’ sentences. It notes that appeal by the child offender is made somewhat easier, as some child offenders need not obtain leave to appeal. These include children under the age of 16, or older children sentenced to imprisonment. Again, the meaning of “imprisonment” is at least somewhat ambiguous. The provisions on automatic review have attracted considerable judicial attention already. The majority of these judgments confirmed the apparently clear wording of the Act, in terms of which the cases of all child offenders under the age of 16 should be reviewed regardless of whether they were legally represented or of the sentence imposed. In the case of child offenders aged 16 or 17, only custodial sentences are reviewable. The judgments which found this to be an incorrect interpretation are dealt with in some detail, with the conclusion that they were incorrectly decided.


Author(s):  
Amy Sueyoshi

This chapter interrogates San Francisco’s mythical reputation as a town where “anything goes.” Pairings of men of color with white women occurred in the city press without the violent rage that it provoked in nearly every other part of the United States at the time. Homoerotic imagery and writings also proliferated with little to no controversy. While the acceptance of these activities might signal an embrace of the diverse people and lifestyles, it in fact pointed to the opposite. Precisely because of overwhelming and unquestionable dominance of white supremacy and heterosexuality, narratives of interracial mingling and same-sex love that might otherwise challenge the status quo served merely as entertaining anecdotes without any threat to the existing social order.


2020 ◽  
Vol 63 (3) ◽  
pp. 408-427
Author(s):  
Elaine Bell Kaplan

Sociology is being challenged by the new generation of students and scholars who have another view of society. Millennial/Gen Zs are the most progressive generation since the 1960s. We have had many opportunities to discuss and imagine power, diversity, and social change when we teach them in our classes or attend their campus events. Some Millennial/Gen Z believe, especially those in academia, that social scientists are tied to old theories and ideologies about race and gender, among other inconsistencies. These old ideas do not resonate with their views regarding equity. Millennials are not afraid to challenge the status quo. They do so already by supporting multiple gender and race identities. Several questions come to mind. How do we as sociologists with our sense of history and other issues such as racial and gender inequality help them along the way? Are we ready for this generation? Are they ready for us?


Author(s):  
Tilman Brück ◽  
Neil T N Ferguson ◽  
Valeria Izzi ◽  
Wolfgang Stojetz

Abstract In the last decade, well over $10 billion has been spent on employment programs designed to contribute to peace and stability. Despite the outlay, whether these programs perform, and how they do so, remain open questions. This study conducts three reviews to derive the status quo of knowledge. First, it draws on academic literature on the microfoundations of instability to distill testable theories of how employment programs could affect stability at the micro level. Second, it analyses academic and grey literature that directly evaluates the impacts of employment programs on peace-related outcomes. Third, it conducts a systematic review of program-based learning from over 400 interventions. This study finds good theoretical reasons to believe that employment programs could contribute to peace. However, only very limited evidence exists on overall impacts on peace or on the pathways underlying the theories of change. At the program level, the review finds strong evidence that contributions to peace and stability are often simply assumed to have occurred. This provides a major challenge for the justification of continued spending on jobs for peace programs. Instead, systematic and rigorous learning on the impacts of jobs for peace programs needs to be scaled up urgently.


2011 ◽  
Vol 20 (6) ◽  
pp. 360-364 ◽  
Author(s):  
Aaron C. Kay ◽  
Justin Friesen

More than a decade of research from the perspective of system-justification theory (Jost & Banaji, 1994) has demonstrated that people engage in motivated psychological processes that bolster and support the status quo. We propose that this motive is highly contextual: People do not justify their social systems at all times but are more likely to do so under certain circumstances. We describe four contexts in which people are prone to engage in system-justifying processes: (a) system threat, (b) system dependence, (c) system inescapability, and (d) low personal control. We describe how and why, in these contexts, people who wish to promote social change might expect resistance.


2007 ◽  
Vol 0 (0) ◽  
pp. 070916224627012-??? ◽  
Author(s):  
Michael J. Barry ◽  
Carol L. Link ◽  
Mary F. McNaughton-Collins ◽  
John B. McKinlay ◽  

2020 ◽  
Author(s):  
Laura Skrip ◽  
Mosoka Fallah ◽  
Jamie Bedson ◽  
Laurent Hébert-Dufresne ◽  
Benjamin Althouse

Abstract Background: Long-term suppression of SARS-CoV-2 transmission will require context-specific strategies that recognize the heterogeneous capacity of communities to undertake public health recommendations, particularly due to limited access to food, sanitation facilities, and physical space required for self-quarantine or isolation. We highlight the epidemiological impact of barriers to adoption of public health recommendations by urban slum populations in low- and middle-income countries (LMICs) and the potential role of community-based initiatives to coordinate efforts that support cases and high-risk contacts. Methods: Daily case updates published by the National Public Health Institute of Liberia were used to inform a stratified stochastic compartmental model representing transmission of SARS-CoV-2 in two subpopulations (urban poor versus less socioeconomically vulnerable) of Montserrado County, Liberia. Differential transmission was considered at levels of the subpopulation, household versus community, and events (i.e., funerals). Adoption of home-isolation behavior was assumed to be related to the proportion of each subpopulation residing in housing units with multiple rooms, access to sanitation facilities, and access to basic goods like water and food. Percentage reductions in cumulative infection counts, cumulative counts of severe cases, and maximum daily infection counts for each subpopulation were evaluated across intervention scenarios that included symptom-triggered, community-driven efforts to support high-risk contacts and confirmed cases in self-isolation following the scheduled lifting of the state of emergency. Results: Modeled outbreaks for the status quo scenario differed between the two subpopulations, with increased overall infection burden but decreased numbers of severe cases in the urban poor subpopulation relative to the less socioeconomically vulnerable population after 180 days post-introduction into Liberia. With more proactive self-isolation by mildly symptomatic individuals after lifting of the public health emergency, median reductions in cumulative infections, severe cases, and maximum daily incidence were 7.6% (IQR: 2.2%-20.9%), 7.0% (2.0%-18.5%), and 9.9% (2.5%-31.4%) for cumulative infections, severe cases, and maximum daily incidence, respectively, across epidemiological curve simulations in the urban poor subpopulation and 16.8% (5.5%-29.3%), 15.0% (5.0%-26.4%), and 28.1% (IQR: 9.3%-47.8%) in the less socioeconomically vulnerable population. An increase in the maximum attainable percentage of behavior adoption by the urban slum subpopulation, with the provision of support to facilitate self-isolation or quarantine, was associated with median reductions in cumulative infections, severe cases, and maximum daily incidence were 19.2% (IQR: 10.1%-34.0%), 21.1% (IQR: 13.3%-34.2%), and 26.0% (IQR: 11.5%-48.9%), respectively, relative to the status quo scenario. Conclusions: Broadly supported post-lockdown recommendations that prioritize proactively monitoring symptoms, seeking testing and isolating at home by confirmed cases are limited by resource constraints in urban poor communities. Investing in community-based initiatives that determine needs and coordinate needs-based support for self-identified cases and their contacts could provide a more effective, longer-term strategy for suppressing transmission of COVID-19 in settings with prevalent distrust and socioeconomic vulnerabilities.


Religions ◽  
2021 ◽  
Vol 12 (8) ◽  
pp. 644
Author(s):  
Charles S. Chesnavage

The incorporation of creative assignments in the form of digital stories and artistic assignments in undergraduate and graduate World Religions courses has resulted in positive feedback from the students, and these courses were considered the favorite of the semester. They have given students, many of which identify as “spiritual but not religious”, or “non-practicing”, an opportunity to connect themes from various world religions to their own life stories, implicitly or explicitly. The purpose of this article is to encourage educators in both a secondary and a college/university/seminary setting to consider digital stories as a creative assignment that deepens their understanding of world religions within the context of a World Religions course, or other religion and religious education courses. This article will present the institutional support provided by Mercy College (Dobbs Ferry, New York) and the context for the World Religions class in which the digital stories are assigned. It will be followed by the process of making a digital story, the directions given to the students, the different platforms that students can choose to make the digital stories, and examples of digital stories created by the students. The paper will conclude with a summary of comments made by the students about the assignment and connections with additional articles on the benefits of digital stories to increase empathy and replace the dominant stories that cause oppression and injustice, like racism and white supremacy, with stories that offer resistance and counter the status quo of oppression and injustice.


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