The Active Subjects of Welfare Reform: a Street-Level Comparison of Employment Services in Australia and Denmark

This paper explores the similarities and differences between Denmark and Australia in adopting welfare reform activation measures in the field of employment services. In Australia and Denmark the discourse of welfare reform centres the 'activation' of citizens through 'mutual obligation' type requirements. Through various forms of case management, unemployed individuals are encouraged to act upon themselves in creating the right set of ethical dispositions congruent with 'active citizenship'. At the same time any resistance to heightened conditionality on the part of the unemployed person is dealt with through a range of coercive and disciplinary techniques. A comparative case study between these two countries allows us to consider how similar ideas, discourse and principles are shaping policy implementation in countries that have very different welfare state trajectories and institutional arrangements for the delivery of social welfare generally and employment services specifically. And in research terms, a comparison between a Nordic welfare state and an Anglo-Saxon welfare state provides an opportunity to critically examine the utility of 'welfare regime' type analyses and the neo-liberal convergence thesis in comparative welfare research. On the basis of empirical analysis, the article concludes that a single focus on abstract typologies or political ideologies is not very helpful in getting the measure of welfare reform (or any other major policy development for that matter). At the 'street-level' of policy practice there is considerably more ambiguity, incoherence and contradiction than is suggested by linear accounts of welfare reform.

Interactive Curriculum Based on Models of Mind & Brain

What does it mean for curriculum to be interactive? It encourages student engagement and active participation in both individual and group work. It offers teachers a coherent set of materials to choose from that can enhance their classes. It is the product of on-going development and continuous improvement based on research and feedback from the field. This paper will introduce work in progress from the Center for Excellence in Education, Science, and Technology (CELEST), an NSF Science of Learning Center. Among its many goals, CELEST is developing a unique educational curriculum, an interactive curriculum based upon models of mind and brain. Teachers, administrators, and governments are naturally concerned with how students learn. Students are greatly concerned about how minds work, including how to learn. CELEST aims to introduce curricula that not only meet current U.S. standards in mathematics, science, and psychology but also influence plans to improve those standards. Software and support materials are in development and available at http://cns.bu.edu/celest/private/. Interested parties are invited to contact the author for access.