Is the institutionalization of urban movements inevitable? A comparison of the opportunities for sustained squatting in New York City and Amsterdam

In this article the opportunity structures of New York City and Amsterdam for organized squatting are compared. New York City knew two distinct squatting waves, with an intermission of several years. The literature on US urban movements predicts transformation through cooptation and repression. Only the first wave, in which housing activists used squatting as a tactic, fits this prediction. The second wave of squatting in New York City, and squatting in Amsterdam in general, escaped cooptation because they involved a squatters' movement proper, in which squatting was not only a tactic but also central to its existence. Compared to Amsterdam, squatting in New York was hampered by technical difficulties and political isolation. Stricter protection of private property made New York squatters restrict themselves to publicly‐owned abandoned buildings. Turf conflicts tended to develop on the neighbourhood level when these buildings were later claimed for the development of low‐income housing. In Amsterdam this type of conflict was rare because of the broad support for low‐income (re)development. Instead, Amsterdam saw citywide protest directed at the real estate sector and municipal authorities. Cet article compare la structure des opportunités des villes de New York et Amsterdam concernant les squats organisés. New York a connu deux vagues de squattage séparées de plusieurs années. Les textes sur les mouvements urbains aux Etats‐Unis prévoient une mutation par cooptation et répression. Seule la première vague, pour laquelle les militants en faveur du logement ont utilisé le squattage comme tactique, répond à cette prédiction. La seconde vague d'opérations à New York, et celles d'Amsterdam en général, ont échappéà la cooptation, car il s'agissait de mouvements de squatters à proprement parler, où le squat n'était pas seulement une tactique mais surtout un fondement de leur existence. Comparéà Amsterdam, le squattage à New York s'est heurtéà des problèmes techniques et à un isolement politique. La protection plus stricte de la propriété privée a forcé les squatters new‐yorkais à se limiter aux bâtiments publics abandonnés. Des luttes de territoires ont eu tendance à se développer entre voisins lorsque ces bâtiments ont ensuite été réclamés pour aménager des logements à faible loyer. A Amsterdam, rare fut ce genre de conflit grâce au vaste soutien favorable au (ré)aménagement social; au contraire, une protestation générale s'est élevée à l'encontre du secteur immobilier et des autorités municipales.     

An Examination of the Interaction Between Modelling and Its Relationship with Construction Kits: Lessons from the Past and for the Future

Construction kits have played a significant part in nurturing the growth and development of the minds and manipulation-based skills of children (and adults) in formal and non-formal education settings. These kits have origins rooted in the representation of the built world and now have a diversity of form and function, including technical versions with moving parts. This article examines some of the historically based ideas that lie behind the role that kits may have in terms of physical modelling. The article traces the transformation of kits from simple bricks and blocks into more complicated pieces for space-filling and achieving the transfer of forces and motion. This transformation occurred during the Victorian era when the influence of the ideas of educationalists and, perhaps rather strangely, exponents of early aviation, played major roles in determining the diversity of forms of construction kit and modelled possibilities that are now to be seen in classrooms and homes. The article ends with a review of some of the lessons from the past and present that will need to be considered in relation to concrete modelling in schools for the future. This revised version was published online in July 2006 with corrections to the Cover Date.     

Changes in food provision in Russian households experiencing perestroika

The purpose of this article is to describe how households in Novgorod the Great, Russia, deal with food provision in everyday life. The study focuses on changes experienced in food provision and consumption in Russian society, in order to illustrate how households respond to the transformation towards a market economy. The study reflects women's perspective on food provision. Students from Novgorod the Great visited 105 households and asked the women in the household to answer a questionnaire. Results from the study show that in order to cope with changes in society related to economic reforms, Russian households had changed both their food consumption and food production patterns. There was no big difference between urban and rural households. Nearly all of the households were self‐sufficient in the provision of vegetables and potatoes. Many households had a ‘dacha’ (plot), where they produced most of what they needed. Among the changes experienced during recent years (i.e. during the end of the 1990s), a decade after perestroika was initiated, households mentioned the rise in food prices and the decrease of income. Households reported that they consumed less fruit and/or meat. Some households also mentioned that the quality of nourishment had decreased, thereby indicating lower general quality, lower nutrition value, or less healthy foodstuffs.     

The Impact of the Implementation of Technology Education on In-Service Teacher Education in South Africa (Impact of Technology Education in the RSA)

In this article the impact of technology education, as a new learning area (subject) in the curriculum, on in-service teacher education in South Africa is described in order to ascertain the extent of the impact. The research on which this article is based draws on a variety of experiences and observations in the field at grassroots level (in particular an outreach project in rural communities). The envisaged impact of technology education on South African schools, communities, teacher educators and teachers, the range of in-service teacher education that is required, and the impacts in urban and rural areas are discussed. Finally a number of concluding remarks are made about the extent of the impact of the inclusion of technology education in the new National Curriculum Statement and whether the situation has changed since the implementation of a pilot technology education project in 1998. This revised version was published online in July 2006 with corrections to the Cover Date.