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Research on food insecurity and food aid has focused overwhelmingly on the experiences of women, particularly mothers, with little focus to date on exploring single men’s experiences. This article will explore the experiences of single men across two independent studies of food insecurity and food aid, based on an ethnographic study undertaken with predominantly male clients of food aid schemes in north-east England and a photo-elicitation study undertaken with single men experiencing food insecurity in Scotland. The article will explore how austerity measures heightened men’s levels of food insecurity and need for food aid, and how men’s perceptions of gender roles and stigma influenced where and when they asked for support. The article argues that adverse life events, such as homelessness, contribute to heightened levels of food insecurity. In addition, the social role of food aid will be explored, with participants using sites of food aid not just for physical nourishment but also as a space to connect. Finally, the article will explore the participants’ insights into high male attendance at sites of food aid, often blaming other men’s lack of basic budgeting and cookery skills so as to justify their own deservingness. The article seeks to contribute to addressing a gap in the literature in relation to men’s experiences of food insecurity, and concludes with recommendations on how to support men at risk of using food aid and experiencing food insecurity.

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Leadership research has always recognised the importance of childhood factors for the occupation of formal or informal leader positions later in life. Still, empirical research in the field has mainly been based on retrospective accounts from selective and small samples. Such research has also concentrated on individual traits and experiences, less on characteristics of the family. Our aim is to fill this void by prospectively examining the role of the family of origin on educational attainment and holding a managerial position in adulthood. Analyses were based on the Stockholm Multigenerational Study, including register and survey data, regarding 3,088 males born between 1950 and 1976 and their mothers’ attitudes to education and child-rearing in the late 1960s. Our results showed a significant effect of family socio-economic status (SES) on managerial role occupancy in late adulthood. This effect was mainly mediated through educational level. However, a noteworthy share of the total effect of family SES was channelled through maternal attitudes towards education. Positive attitudes towards education in the home environment accounted for an equally large share of the total indirect effect of family SES as the offspring’s cognitive capacity did. Authoritarian attitudes to child-rearing among mothers were also found to have a negative impact on cognitive capacity and educational level – two well-known antecedents to leader emergence. Parental attitudes may boost or modify structural characteristics and individual traits associated with holding formal leader roles such as a managerial position – but also showed an independent effect several decades later.

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This article elaborates on a theoretically informed model of action rooted in the concept of professional resistance, which approaches groups of people and social problems in an alternative way to the dominant modes of managerial practice. The aim is to create conditions for approaching groups with social needs differently and to be able to act politically for social change within contemporary society. We will do this by exploring the potential of the assembly in line with Hardt, Negri and Butler, as well as the notion of transversal politics as developed by Yuval-Davis, for creating political subjectivities and alliances across differences. The reason for this theoretical approach is based on how the effects of categorisation and its political function can sometimes be challenging to identify. This is argued to especially be the case within a neoliberal capitalist society where categories induce competition between precarious groups to maintain the political status quo.

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Existing research demonstrates at least threefold higher rates of maltreatment for disabled children than for their non-disabled peers. The situation is compounded by pervasive impediments to effective safeguarding practice for disabled children. While scholarly attention to this area is growing, one aspect remains thoroughly neglected in the Irish context, namely, historical accounts of disability and child protection are stark by their absence. This article presents key historical changes in child protection and welfare practice for disabled children from 1960 to 2023 in the Republic of Ireland. The account illustrates how discourses of risk aversion, rights and inclusion have collided with increased bureaucratisation and state regulation. Towards achieving a critical theoretical exposition of the history, conceptual conventions of the ‘5-P’ child protection model (prevention, paramountcy, partnership, protection and parental responsibility) are applied. Key lessons for policymakers and practitioners about the sociocultural construction of child protection and disability are then extracted and, with respect to informing future practice, critically explored.

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What constitutes social work is a central question in theory building. If social work wants to be more than a model idea, we cannot answer this question without looking at social work practice. The article presents ‘doing social work’ as an approach to theorising social work through ethnographic research. In addition to the basic theoretical and methodological characteristics of the approach, we present four modes of doing social work, which have been developed based on a comparison of different ethnographic studies in different fields: deciding in uncertainty; playing with ambiguity; using categories of difference; and disciplining the everyday. In the following, the mode of playing with ambiguity will be singled out and presented in detail, as it has an important impact on doing relationship while doing social work. In the article, we will use ethnographic data and examples to show how actors actively deal with different roles without making this explicit.

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While education is expected to play a significant role in responding to global social challenges, sustainable development discourses often fail to attend to issues of pedagogy, purpose and process. In this paper, we argue that one way to focus arguments on educational practice is through considerations of the relationship between education as justice and education for justice. We do this through discussing one form of justice in education – epistemic justice – and developing our conceptualisation of an epistemic core. Drawing on Elmore’s instructional core, this includes openness to students’ experiences and the place where they live, rich pedagogies and a broad range of epistemic resources. We argue that this is one way that secondary education’s contribution to sustainable and just futures could be made more concretely possible.

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The quantitative monitoring of the greenhouse gas (GHG) mitigation potential of interventions is central to a living-lab approach and is a methodological challenge. Valid population data on consumption patterns and mobility behaviour are often scarce, especially when the living lab is initially set up (for example, the need for baseline data before an intervention). In the context of transportation studies, a cross-sectional survey was carried out to baseline key data on GHG emissions generated by commuting before implementing an intervention. Based on this information, the GHG emissions from commuting were calculated and analysed using a linear regression model. Results show the effects of different variables, such as the share of teleworking within a working week, the regular workplace location, and attitudes towards individual mobility and former relocation behaviour. An increase in teleworking of 10 per cent based on weekly working time leads to a reduction of approximately 60 kg of GHG (8 per cent) emissions a year. Our results serve as baseline key data to analyse upcoming (temporary) interventions (for example, new coworking spaces within our living lab). Hints for rebound effects, limitations of our study and future interventions are discussed.

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This discussion paper considers reasons for a decline in formal volunteering in the UK, which include: a trend away from collective to individual social activity, an increase in inequality, a reduction in available time, and a crowding out of social values by market values. It then considers if this decline could be reversed.

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