The (im)possibility of intellectual work in neoliberal regimes

In this paper a critique of neoliberal regimes within universities is developed. Neoliberal discourse is deconstructed and the dangers of it for intellectual work are considered. Neoliberal subjects (those subjected through neoliberal discourses) are defined and guidelines for thinking about education within (and against) neoliberal regimes are developed.     

Injury rates and characteristics in recreational,elite student and professional dancers: A systematic review

The purpose of this study was to systematically review the literature and synthesise the evidence on injury rates and characteristics in recreational, elite student, and professional dancers. Five online databases were searched from inception to January 2018 and screened by two independent reviewers. Primary research studies were eligible for inclusion if they reported injury rates in recreational, elite student, and/or professional dancers of any genre and measured individual dance exposure at the hour, event, or day level. Sixteen studies were included, with only three studies incorporating recreational dancers. Reported injury incidence rates were less than 5 injuries per 1,000 dance hours, however substantially different definitions and methods for measuring injury and dance exposure were used. Based on the current evidence there is not an identifiable difference in injury rate or characteristics between recreational, elite student, and professional dancers. However, there remains a lack of high quality comprehensive data available across levels and genres of dance participation, and greater focus on consistency and completeness of reporting in dance injury research is still required.     

Malaysian Parents' Ideal and Actual Perceptions of Pre-school Education La Perception Ideale et la Perception Reelle de l'Enseignement Prescolaire par les Parents Malaisiens Percepciones Ideales y Reales de los Padres Malasios sobre la Educacion Preescolar

This study explores and describes the perceptions of Malaysian parents concerning pre-school education. The study examines the potential influence of socio-cultural elements on the parents' perceptions and in doing so, challenges the current notion of what constitutes 'appropriateness' in early childhood education. Findings indicate that Malaysian parents hold both idealised and actualised perceptions of pre-school education. The former relate to the parents' image of childhood and the type of education they would like their child to receive in an ideal world, whilst the latter relate to the type of education parents feel their child needs in order to meet the needs of Malaysian society. The authors suggest that this model may be a useful one for exploring perceptions in future studies. Cette etude explore et decrit la perception de l'enseignement prescolaire par les parents malaisiens. Elle examine l'influence potentielle des elements socioculturels sur la perception des parents et elle souleve ainsi la question de ce qui constitue le caractere 'approprie' de 1'enseignement des tres jeunes enfants. Les resultats indiquent que les parents malaisiens ont une perception idealisee et une perception actualisee de 1'enseignement prescolaire. La premiere depend de 1'image que les parents se font de 1'enfance et du type d'education qu'ils voudraient que leur enfant recoive d'un point de vue ideal, tandis que le seconde se rattache au type d'education que les parents pensent necessaire a leur enfant pour repondre aux besoins de la societe malaisienne. Les auteurs suggerent que ce modele pourrait sent a explorer les perceptions dans de futures etudes. Este estudjo explora y describe las percepejones de los padres malasios con relacion a la educacion preescolar. El estudio examina la posible influencia de los elementos socioculturales en las percepciones de los padres y, con ello, se reta la nocion actual de lo que constituye 'lo apropiado' en la educacion de la infancia. Los descubrimientos indican que los padres malasios tienen tanto percepciones idealizadas como reales de la educacion preescolar. La primera hace relacion a la imagen que los padres tienen de la infancia y el tipo de educacion que les gustaria que sus hijos recibieran en un mundo ideal, mientras que la segunda hace relacion al tipo de educacion que los padres creen que necesitan sus hijos a fin de satisfacer las necesidades de la sociedad malasia. Los autores sugieren que este modelo podria ser util para explorar percepciones en futuros estudios.     

Inclusion and mastery: variations on the theme of subjection

This article undertakes a discursive analysis of the concepts of ‘inclusion’ and ‘mastery’ using memory stories generated in a collective biography workshop. The five authors analysed their memories from childhood and adolescence on two separate and competing concepts that currently inform educational practice: inclusion and mastery. These stories of mastery/non‐mastery and inclusion/exclusion often exceeded or transgressed dominant normative discourses concerning the competent performance of autonomous selves. Drawing on the work of several theorists, they authors explored these transgressions. In so doing, their analysis extends Butler’s theorising of the human subject as constituted through processes of exclusion and differentiation.     

Ethics and the new materialism: a brief genealogy of the ‘post’ philosophies in the social sciences

This paper explores the relation between poststructuralist theorising and new materialism with a particular focus on the work of Barad. Tracing the lines of thought, particularly as they relate to ethics, through the works of Foucault, Butler, Cixous and Deleuze the paper finds a range of concepts that anticipate and link directly with Barad’s work. Barad’s emphasis on the agency of matter, and on how matter is made to matter, is found to be new. The different analytic work that can be done with these various philosophers is explored through three intra-active entanglements; first, among preschool children and a rock, second, between a girl and a chimp raised as her twin, and third, between humans and cows.     

Children Through Their Own Eyes

Abstract

Over the last decade or more the private and public schools of Britain have successfully campaigned to change their image to that of ‘Independent’ schools. This paper examines the extent to which this change of title is justified. It presents data on the introduction of the Assisted Places Scheme, on changes in the tax regulations regarding charities and on the many other ways that the present government has increasingly given both financial and ideological support to these schools. It questions the degree to which it is appropriate to consider these schools as being independent.