The young women's network: A case study in community development

While young women have been found to be at additional risk for psychological morbidity after a breast cancer diagnosis, their specific needs in relation to support are not well described. A community development approach was utilized to develop the Young Women's Network, a peer support programme for young women who have been diagnosed with breast cancer that addresses their specific psychological and social needs, Central to this approach was the key role of the target group in both the definition of the problem and the generation of the solutions. This article describes the steps involved in developing this programme and guidelines for health professionals and community members who may wish to replicate either the Young Women's Network or this particular approach to programme development. Copyright (C), 2001 John Wiley & Sons, Ltd.

Diversity and commonality in national identities: an exploratory analysis of cross-national patterns

Issues of boundary maintenance are implicit in all studies of national identity. By definition, national communities consist of those who are included but surrounded (literally or metaphorically) by those who are excluded. Most extant research on national identity explores criteria for national membership largely in terms of official or public definitions described, for example, in citizenship and immigration laws or in texts of popular culture. We know much less about how ordinary people in various nations reason about these issues. An analysis of cross-national (N = 23) survey data from the 1995 International Social Science Program reveals a core pattern in most of the countries studied. Respondents were asked how important various criteria were in being 'truly' a member of a particular nation. Exploratory factor analysis shows that these items cluster in terms of two underlying dimensions. Ascriptive/objectivist criteria relating to birth, religion and residence can be distinguished from civic/voluntarist criteria relating to subjective feelings of membership and belief in core institutions. In most nations the ascriptive/objectivist dimension of national identity was more prominent than the subjective civic/voluntarist dimension. Taken overall, these findings suggest an unanticipated homogeneity in the ways that citizens around the world think about national identity. To the extent that these dimensions also mirror the well-known distinction between ethnic and civic national identification, they suggest that the former remains robust despite globalization, mass migration and cultural pluralism. Throughout the world official definitions of national identification have tended to shift towards a civic model. Yet citizens remain remarkably traditional in outlook. A task for future research is to investigate the macrosociological forces that produce both commonality and difference in the core patterns we have identified.

Space: Irrealis objects in technology policy and their role in a new political economy

In this article, I show how new spaces are being prefigured for colonization in new economy policy discourses. Drawing on a corpus of 1.3 million words collected from legislatures throughout the world, I show the role of policy language in creating the foundations of an emergent form of political economy: The analysis is informed by principles from critical discourse analysis (CDA), classical political economy and critical media studies. It foregrounds a functional aspect of language called process metaphor to show how aspects of human activity are prefigured for mass commodification by the manipulation of realis and irrealis spaces. I also show how the fundamental element of any new political economy, the property element, is being largely ignored. Current moves to create a privately owned global space, which is as concrete as landed property - namely, the electromagnetic spectrum - has significant ramifications for the future of social relations in any global knowledge economy.

The endgame for national girls' schooling policies in Australia?

Gender equity: A framework for Australian schools is the most recent policy dealing with gender in schools at the national level in Australia. This paper provides a critical discourse analysis of the policy document, tracking two themes: 'the construction of gender', and 'equity: a discourse of education for all boys and girls'. Through this analysis the authors argue that the policy signals a substantial shift in focus-from girls and boys in relation to girls, to both girls and boys-within a framework of presumptive equality. It is also argued that the policy shuts down federal involvement in policy for girls' schooling. In the process, responsibility is devolved to the states and territories where, in many cases, gender equity programs will be struggled over at a local, school-based level. At the same time, however, spaces have been created which potentially enable new strategies for gender equity policies in Australian schools.

Introducing ethnomethodological analysis to the field of music education

In recent years qualitative research methods have been adopted within in the field of music education and have received widespread acceptance. However, the theoretical framework provided by ethnomethodology (Garfinkel, 1974, in R. Turner, Ethnomethodology , Penguin, Middlesex, UK) and the tools of conversational analysis (Sacks, 1992, Lectures on Conversation , edited by Gail Jefferson, Blackwell, Oxford, UK) have, to this point, been overlooked by researchers in the field of music education. In this paper I argue that the application of ethnomethodological and conversation analytical approaches in the field of research in music education can provide fresh insights into the work of music teachers and how this work is accomplished in institutional settings. Here I demonstrate how a conversation analytical perspective drawing on an ethnomethodological framework might be used to investigate transcripts of audio-recorded interview talk. This type of analysis can illuminate aspects of members' roles in relation to, and perceptions about music education in school settings that might be overlooked in other types of analysis. A conversation analytical approach to the examination of talk-in-interaction explicates in fine-grained detail how members orient to matters at hand in the context of research settings, as well as revealing features of the cultural world of music teaching. Further application of the approach to research problems in other school settings, I argue, will inform the field of music education in ways yet to be realised.