Challenging neo-liberalism,building democracy: creating the Citizen School in Porto Alegre,Brazil

In this article, we situate the processes of educational policy and reform into their larger socio-political context. We describe the ways in which a set of policies has had what seem to be extensive and long lasting effects because the policies are coherently linked to larger dynamics of social transformation and to a coherent strategy that aims to change the mechanisms of the state and the rules of participation in the formation of state policies. We describe and analyse the policies of the ‘Popular Administration’ in Porto Alegre, Brazil. We specifically focus on the ‘Citizen School’ and on proposals that are explicitly designed to radically change both the municipal schools and the relationship between communities, the state and education. This set of policies and the accompanying processes of implementation are constitutive parts of a clear and explicit project aimed at constructing not only a better school for the excluded, but also a larger project of radical democracy. The reforms being built in Porto Alegre are still in formation, but we argue that they have crucial implications for how we might think about the politics of education policy and its dialectical role in social transformation.     

Three models,one goal: Assessing financial vulnerability in New Zealand amateur sports clubs

Financial vulnerability is a critical issue for nonprofit sports clubs due to clubs’ increasing costs and impediments to generating sufficient income. The first objective of this study is to derive a conceptual understanding of financial vulnerability for sports clubs by assessing three financial vulnerability models, two of which have previously been applied in the nonprofit sector generally. Two models are based on revenue patterns and expenditure, and the third is based on movements in Net Assets over four years. A second objective is to identify determinants of financial vulnerability within amateur sports clubs, focusing specifically on golf and football.The data to test these models were derived from the financial reports of 227 amateur sports clubs in New Zealand (98 football and 129 golf clubs). Each of the three models results in different predictive variables and has different explanatory strengths. For example, football clubs that were financially vulnerable under Model 1: Program Expenditure had declining revenues from members and trading, as well as high administration costs. Conversely, declining reserves are predictive in financially vulnerable golf clubs using Model 2: Net Assets. Model 3: Net Earnings was generalizable to both football and golf clubs. The explanatory variables were different between these sports, due to their different asset base and propensity to employ paid staff. The common variables those with oversight responsibilities should monitor against financial vulnerability are: an undue reliance on external, rather than member-based revenue, increasing debt, and excessive expenditure. Further research could extend this model to other sports and other jurisdictions.     

A critical review of education support practices in Spain

ABSTRACT

The objective of this study is to analyse different models of educational support that are used in schools with public funding from the perspective of support teachers, counsellors and members of management teams. Participants were 79 professionals from the three areas mentioned above. The methodological approach was a phenomenological qualitative one using focus groups and subsequent qualitative analysis of the data. The systems of categories and subcategories underwent a progressive process of triangulation. The results show that professionals identify support practices that can be divided into two differentiated models: a traditional model linked to a medical perspective of providing personal support to the most vulnerable students and a support model consistent with inclusive education. There are also discrepancies among professionals, especially about the need for support to be provided within the reference classroom. The discussion focuses on identifying essential aspects, to more effectively support students and teachers in an ordinary school context. In addition, professionals question the regulations for their disconnection from the reality they experience in schools. All this requires a rethinking of the functions of support teachers supported by careful initial and ongoing training.     

To learn and to construct knowledge in the context of work with adult education: a Portuguese case study

Work contexts are frequently referred to as spaces of learning and production of individual and/or collective knowledge. In such contexts specific dynamics are developed which cause the processes of learning and of knowledge production to have particularities. This paper aims at accounting for some dynamics that are associated with those processes, based on the main results of an ethnographic study on the adult educator team of a Portuguese local development association. The research identified ways of working/action rules based on the learning and knowledge production processes in the association. Mutual help, the reformulation and collectivization of practice, reflection in and about the action, and the negotiation of meaning about the practice are some of the mechanisms identified. The study also highlights how those dynamics of knowledge and learning and ways of doing may contribute to a practice which is closer to the needs of the adults to whom this team offers its education and training services.     

Marine Aerosol Weathering of Mediterranean Calcarenite Stone: Durability of Ethyl Silicate,Nano Ca(OH)2, Nano SiO2, and Nanostructured Consolidating Products

ABSTRACT

Calcarenite stone samples from a historic building (Bizerte, Tunisia) were collected and treated under different environmental conditions with several consolidating products: alkoxysilane (ethyl silicate), a surfactant-templated novel sol–gel, Ca(OH)₂, and SiO₂ nanoparticles. These were subjected to marine aerosol accelerated aging cycles and studied by several non-destructive tests and techniques to assess the stability of the products. Results show that weathering caused by salt crystallization is not inhibited but it is slowed down due to the enhancement of superficial mechanical properties (surface cohesion and micro-hardness) achieved after one month of treatments application. A high or low relative humidity of the consolidation environment significantly affects the final mechanical and aesthetical physical properties and therefore conditions the durability of the treated substrates, even producing higher damage than observed in the blank specimens, depending on the product.     

The relationship between civic attitudes and voting intention: an analysis of vocational upper secondary schools in England and Singapore

From 2009 to 2011, a team from the Centre for Learning and Life Chances in Knowledge Economies and Societies carried out a mixed-methods study of young people in England and Singapore. With regard to civic attitudes, the study showed that there was a greater sense of political self-efficacy and collective (school) efficacy in Singapore than in England. In addition, the group in Singapore scored higher on future voting relative to the group in England. Further, while both political self-efficacy and collective (school) efficacy were correlated with future voting in England, only the latter was correlated in the case of Singapore. For some, the results may seem counter-intuitive. The article reflects on these results, particularly those relating to democratic outcomes.     

Imagining a profession: a beginning teacher's story of isolation

Policy documents informing the profession of teaching in Australia and elsewhere explicitly recommend nurturing those new to the profession working collaboratively with colleagues. Key to the development and growth of beginning teachers is the informal exchange of ideas and knowledge between colleagues – essentially through the functioning of a community of practice. In practice there are beginning teachers who do not experience productive professional collaborations. In this article we use positioning theory and discourse analysis as a methodological “hearing aid” to listen to the story of a beginning teacher, a global English speaker, as she tells of her personal experiences of being excluded by her colleagues as she begins teaching at her first school. Speakers of global English are defined, for this research, as those for whom English is not their first language but may be one of many spoken languages. This story reflects similar accounts gathered during a larger research study conducted by the authors that focused on the early career experiences of global English speaking teachers. We conclude with suggestions for ways forward through awareness and practical reforms.     

Him Too? Cristiano Ronaldo and the News Coverage of a Rape Case Allegation

ABSTRACT

This paper uses critical thematic analysis to explore the news media coverage of a rape allegation case against the football player Cristiano Ronaldo. After providing the context of the case, we examine the literature on how rape cases are represented by the news media. We then proceed to a critical thematic analysis of a purposive sample of Portuguese national newspapers, first identifying ten sub-themes in a total of 140 news stories and opinion columns and then considering the patterns of three critical themes that tended to dismiss the allegations, highlight the seriousness of the allegations and neutralize sexual victimization. Each of these considers prevailing ideologies, news values and journalistic practices.     

Towards an understanding of technical change in semi-industrialized countries

Contrary to canventional wisdom, semi-industrialized countries engage, to an appreciable extent, in R&D activities leading to technical change. Much of their technical change activity consists of adaptation of foreign technology to local inputs and market preferences, and is carried out in response to contraints and distortions prevailing in their economies. Moreover, in this context, limited consideration is given to cost reduction, since the main objective is to manufacture under protection and technical change becomes a complementary response to the productive effort.A key factor in the ability to engage in such technical change activities is the availability of technically competent manpower, including scientists, engineers and technicians. At the same time, previous investment in the formation of such technical skills may result in an “excessive” supply of skilled labor, which , coupled with import constraints, will induce eexcessive adaptation of machinery and equipment and may deter from the importaion of new technology embodied in such equipment. Conversely, a pronounced scarcity of technicl skills may impade the adaptation of technology and result in excessive importantion of machinery and limit local efforts of modification, adaptation, etc.Because of the eay technical change is generated, it does not necessarily follow that it is all cases beneficial to the national economies of the countries in which it takes place. However, proper cost benefit accounting of the social returns to technical change activities is complicated by the intractable nature of many of the indirect and secondary effects, like learning from the R&D, or the impact of adaptation to domestic inputs in the development of local suppliers, etc. Also, th interdependencies between technical change and production and between various technical change activities are little understood.conventionall economic theory has contributed little to the understanding of the technical development process. The analysis of technical change in terms of the market failure metaphor, while providing useful insights, is also not very as far as understanding the problem of not very helpful as far as understanding the problem of technical change in semi-industrialized countries is concerned, since the roles of uncertainty and externalities in that situation are quite different from those foreseen in the market failure analysis for industrializerd countries. Special attention should be given to the possible application of the metaphor in trying to improve our understanding of the problems arising in the use of technical information and not only its creation. This would be particularly helpful in connection with the technical development problems of small enterprises not enjoying the benefits of the devesion of labor which are possible in larger firms.     

An assessment arms race and its fallout: high-stakes grading and the case for slow scholarship

This research questions the impact of assessment on university teaching and learning in circumstances where all student work is graded. Sixty-two students and lecturers were interviewed to explore their experiences of assessment at an institution that had adopted a modular course structure and largely unregulated numbers of internal assessments. Lecturers rewarded student work with grades and controlled study behaviour with assessment. In some situations it was possible to experience hundreds of graded assessments in an academic year. Students were single-minded when it came to grades and would not work without them. These conditions contributed to competition for student attention and a grading arms race between academics and subjects. In this context, the spaces for achieving certain educational objectives, such as fostering self-motivated learners, were marginalised. Both students and lecturers were unsatisfied with this situation, but neither group could envisage radical change. Students were generally happy to accumulate small marks, while being irritated and stressed by frequent grading. Lecturers were aware of better practices but felt trapped by circumstances. The idea of slow scholarship is introduced to encourage a re-think of such assessment practices, support a positive shift in assessment culture and contribute to the theories of assessment.