Sustainability in open access publishing: The ecancer case study

• Innovative business models to complement or replace traditional models of funding academic publishing are currently proliferating.
• Not relying solely on one source of funding is a key factor in sustainability.
• Pay what you can afford (PWYCA) is a new model for article processing charges (APCs) providing both a revenue stream and an opportunity to raise awareness of the cost of publishing amongst authors.
• Treating a journal as part of an overall enterprise rather than as a stand‐alone business contributes significantly to its sustainability.

     

The Influence of Instructor-Student Rapport on Instructors’ Professional and Organizational Outcomes

Students and teachers have relational goals and needs, yet little research has examined the relational goals of instructors and how achieving those goals may affect instructor outcomes. This study examined instructors’ perspectives on instructor-student rapport. Results revealed that instructors who build rapport with students are likely to experience teaching satisfaction, affective commitment to the institution, and enhanced teaching efficacy. However, instructor-student rapport was not related to instructor morale. The findings in this study highlight the importance of positive instructor-student relationships in the classroom and the implications for both instructors and administrators.     

Biopedagogies and Indigenous knowledge: examining sport for development and peace for urban Indigenous young women in Canada and Australia

This paper uses transnational postcolonial feminist participatory action research (TPFPAR) to examine two sport for development and peace (SDP) initiatives that focus on Indigenous young women residing in urban areas, one in Vancouver, Canada, and one in Perth, Australia. We examine how SDP programs that target urban Indigenous young women and girls reproduce the hegemony of neoliberalism by deploying biopedagogies of neoliberalism to ‘teach’ Indigenous young women certain education and employment skills that are deemed necessary to participate in competitive capitalism. We found that activities in both programs were designed to equip the Indigenous girls and young women with individual attributes that would enhance their chances of future success in arenas valued by neoliberal capitalism: Eurocentric employment, post-secondary education and healthy active living. These forms of ‘success’ fall within neoliberal logic, where the focus is on the individual being able to provide for oneself. However, the girls and young women we interviewed argued that their participation in the SDP programs would help them change racist and sexist stereotypes about their communities and thereby challenged negative stereotypes. Thus, it is possible that these programs, despite their predominant use of neoliberal logic and biopedagogies, may help to prepare the participants to more successfully negotiate Eurocentric institutions, and through this assist them participants in contributing to social change. Nevertheless, based on our findings, we argue that SDP programs led by Indigenous peoples that are fundamentally shaped by Indigenous voices, epistemologies, concerns and standpoints would provide better opportunities to shake SDP's current biopedagogical foundation. We conclude by suggesting that a more radical approach to SDP, one that fosters Indigenous self-determination and attempts to disrupt dominant relations of power, could have difficulty in attracting the sort of corporate donors who currently play such important roles in the current SDP landscape.     

Rights,Identities and Inclusion: European action programmes as political education \[1]

Democracy and a commitment to human rights are key defining features of the European Union. Nevertheless, the inhabitants of Europe, living their local realities sometimes based in poverty and unemployment, and subject to racism, inadequate housing and high levels of crime, may not recognise that the European project is, in its intention, inclusive, since an inclusive society is far removed from their actual experience. European transnational education programmes are intended to promote a sense of involvement in European development. In 1997 the European Commission initiated a study to identify features of projects within its transnational education, training and youth programmes which contribute effectively to political education, and in particular to the development of active citizenship among participants. Projects initiated in 18 European countries, including all 15 European Union Member States, were analysed for the quality of information offered, their capacity to provide practice in democratic skills and opportunities for exploring multiple identities, and the extent to which they worked on democratic lines and enabled participants to feel involved. This article reports on the findings of this study, illustrating best practice in education for active citizenship and proposing a framework which might be applied to any programme of political education.     

Book Reviews

In Korea, early childhood education is considered to be education before elementary school. The term “kindergarten” is applied to a three year period of early childhood education, for 3–5-year-olds. The enrollment rate for five-year-olds reached 44.3% in 1994 (up from 7.3% in 1980)*. However, the enrollment rate for 3– and 4– year-olds is still relatively low (18.9%).     

The privacy of computerized records—The Swedish experience and possible U.S. policy impacts

The widespread use of the computer and the rapid growth of telecommunications technology have sparked debate on the privacy implications of computerized records. Regulations and government programs implemented in response to public pressure for greater protection of records could significantly affect the information system manager and any individual who has personal data recorded in a computerized file. This article considers the implications of possible privacy policy initiatives in the United States in light of Swedish experience.     

Human Rights,Identities and Conflict Management: A study of school culture as experienced through classroom relationships

This paper presents the findings of an action research project designed to examine the dynamics of classroom relationships and perceptions of how rights and identities operate in an all boys' comprehensive school in the English West Midlands. The principal aims of the research were to examine the feasibility of adopting a human rights framework as a basis for school life and to evaluate subsequent relationships and identities. The first section of this paper examines the potential of human rights education to promote constructive relationships and manage conflict. It takes the 1989 United Nations Convention on the Rights of the Child as its framework for action. We then outline the methodology adopted and consider how the classroom environment affects and is affected by those working within it. We reflect on the expression of identities and understandings of rights and responsibilities in the classroom by both students and teachers and the impact of these understandings and of masculine identities on classroom management. Although we recognise the findings of action research are necessarily situation specific and possibly transient and/or changeable, we draw on these findings to develop a model which may be of value to those seeking to develop schools as human rights communities.