“Never read anything that can at all unsettle your religious faith”: reading and writing in the monthly packet

The Monthly Packet of Evening Readings for Younger Members of the English Church (1851–99) reveals the interest that Charlotte Yonge had in promoting and supporting girls as readers and writers. As the editor and as a major contributor, Yonge provided a variety of material for the magazine as part of a strategy for the development of girls' reading and writing habits in ways that were consistent with their High Anglican beliefs and that would never cause them to question their faith.

The janus face of new media propaganda: The case of Patani neojihadist YouTube warfare and its Islamophobic effect on cyber-actors

Surfing on the Internet 2.0 revolution, Patani 2.0 has allowed Patani neojihadist militants to access new competitive spaces and create their own imagined online community by penetrating new realms of the Internet. This article discusses the use of new media militant propaganda by Patani militants and how it is Janus faced. It further examines how the Patani 2.0 social interaction enabled by social media such as YouTube leads to group cohesion among certain actors and the formation of a collective identity that is clustered around the notions of Muslim victimization and defensive jihad; and how, at the same time, it reinforces antithetical identities and fosters group identity competition, where one religious group is often pitted against another. As a result, the Janus effect of Patani neojihadist YouTube online propaganda, while it primarily seeks to radicalize, also generates a reactionary, often virulent, anti-Muslim response from the movement's critics.

Pedagogy, police training, D/discourses – “truth” and situated identities and meanings

Qualitative and quantitative methods were used in this research to distinguish the prevailing D/discourses (words, tools, beliefs, thinking styles) in police training and to analyse the ‘discourse-practice’ (Cherryholmes 1988, p.1) framework of policing in a training environment. The manifestations, functions and consequences of the D/discourses raise concerns about the efficacy of training (its doctrinal intent and value versus its educative intent and value) and its implications for individuals’ identity, subjectivity, agency, learning, and “membership” within the policing community. The literature revealed that police training acts as a formally sanctioned vehicle for police culture, subcultures, and D/discourses. This is complicated by (a) the predominance of pedagogical training practices that support a trainer-centred approach and standardised lecture format for training, (b) police training focusing predominantly on law enforcement at the cost of higher-order conceptual skills, and (c) Australian and international studies of police management education which reveal a subculture resistant to theoretical analysis and critical reflection, and a set of unconscious and unchallengeable assumptions regarding police work, conduct, and leadership. A backdrop to this research and findings is the agenda of Australian and New Zealand police services for police to become a profession.

Pedagogy, police training, D/discourses – subcultures and situated identities and meanings

Qualitative and quantitative methods were used in this research to distinguish the prevailing D/discourses (words, tools, beliefs, thinking styles) in police training and to analyse the ‘discourse-practice’ (Cherryholmes 1988: 1) framework of policing in a training environment. The manifestations, functions and consequences of the D/discourses raise concerns about the efficacy of training (its doctrinal intent and value versus its educative intent and value) and its implications for individuals’ identity, subjectivity, agency, learning, and “membership” within the policing community. The literature revealed that police training acts as a formally sanctioned vehicle for police culture, subcultures, and D/discourses. This is complicated by (a) the predominance of pedagogical training practices that support a trainer-centred approach and standardised lecture format for training, (b) police training focusing predominantly on law enforcement at the cost of higher- rder conceptual skills, and (c) Australian and international studies of police management education which  reveal a subculture resistant to theoretical analysis and critical reflection, and a set of unconscious and unchallengeable assumptions regarding police work, conduct, and leadership. The agenda of Australian and New Zealand police services for police to become a profession provides a backdrop to this research and findings.

Love and leadership: constructing follower narrative identities of charismatic leadership

Most extant research on charismatic leadership has an essentialist orientation that characterises it as leader behaviour, leader communication or follower dependency. Our approach is more discursively oriented. To research charismatic leadership, we used aesthetic narrative positivism, which undertook utilitarian as well as critical method. We examined followers' implicit narratives of their lived experiences of charismatic leadership in organisational settings. We examined metaphors for this experience. Most respondents identified with positive affect, a form of love story; a minority experienced negative affect, especially anger; and some experienced both positive and negative emotions. We posit that if one adopts a certain identity within the context of a dramatic narrative, one might be attributed with charismatic qualities by followers. In this way, we suggest that charismatic leadership might be less a gift from God and more a 'gift from followers'. © The Author(s) 2013.