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RIGHT AND WRONG FROM THE PERSPECTIVE OF 8- AND 12-YEAR-OLD CHILDREN: AN EXPLORATORY ANALYSIS
No full textUnderstanding rights not only means knowing what is permitted by law and what is not, but also being aware of and knowing one’s own rights as a human being. This analysis explores how children understand right and wrong, how they gain moral orientations and a sense of justice, and whether they are aware of human rights and children’s rights, and if so to what extent. Twelve children aged either 8 or 12 participated in an interview on a dilemma story, as pioneered by Kohlberg, and were also asked about children’s rights and human rights. Qualitative content analysis showed that the majority used moral judgements based on fairness and justice, taking the view that behaviour that is wrong should be duly punished. Eight children were able to make substantive statements on human rights; of the eight, three also had some knowledge of children’s rights. There were differences between the types of arguments used by the two age groups. There were also some differences between boys and girls, but they were negligible. In German-speaking countries there is little empirical research on children’s rights. Few studies have focused on the topic of human rights from the perspective of educational science, and there is also little research on moral concepts and children’s rights. What follows is therefore a first attempt to link two neglected research topics
PREPARATION FOR SOCIAL REINTEGRATION AMONG YOUNG GIRLS IN RESIDENTIAL CARE IN INDIA
No full textThis study focuses on the preparation for social reintegration of young Indian girls about to leave their residential care homes. It assesses the level of preparation by capturing the perception of readiness of 100 girls in institutions: whether they expect to complete higher education, and whether they believe they have acquired such skills as searching for a job, managing finances, problem solving, and maintaining satisfactory relationships. It also explores the impact of different factors, such as the present age of the girls, their self-esteem, and the availability of support networks, on the preparation for their social reintegration. Overall, the findings revealed that the girls felt better prepared with life skills and access to housing after leaving care, but were not so hopeful about their psychological well-being and ability to access higher education, social support, employment, and financial independence. Factors such as age, educational qualifications, self-esteem, and availability of support while in care had a positive relationship with their preparation for social reintegration. Interestingly, the girls’ level of preparation varied significantly across the eight residential care homes studied. The study is intended to help address gaps in the existing literature and to play a significant role in informing future legislative decisions
“SPECIAL” FAMILIES AND THEIR “NORMAL” DAILY LIVES: FAMILY QUALITY OF LIFE AND THE SOCIAL ENVIRONMENT
No full textThis article focuses on the social and societal factors that influence family quality of life (FQOL). In this qualitative study from the Netherlands, a multiple case study design was used, in which members of families having a child or children with intellectual and developmental disabilities talked about their experiences during interviews. The data were analysed through a rigorous inductive thematic analysis. Our findings relate to the families’ experiences with their social environment and especially with the support they received. We argue that processes of acceptance and understanding play a role in FQOL. Also, we illustrate how the family members experience their interaction with the community, and how moral norms and values could influence the lives of the families. The families reflected on notions of normality and being different, and sometimes struggled with the implicit norms and values of society, which can impede acceptance and understanding by others. In turn, these norms and values influence the level of support from other people and the possibilities for social interaction with the community
Monstrous Femininity: The Female Abject in Mary Shelley’s "Frankenstein" and John Milton’s "Paradise Lost"
No full textThe Water Sustainability Act, Groundwater Regulation, and Indigenous Rights to Water: Missed Opportunities and Future Challenges
No full text
The Tempest at Shakespeare in the Park
No full textThe Tempest (2015, New York Shakespeare Festival, USA)
Richard the Third
No full textFor the production: Richard III (2010, Love & Madness, International)
Oregon Beams with Surprise, Revives Rep with Style, Tries Patience with Panache, and Delivers on Death and Drama
No full textFor the production: Julius Caesar (2011, Oregon Shakespeare Festival, USA)
Richard the Third at the Lyceum Theater
No full textFor the production: Richard III (2010, Propeller Theatre Company)