Parental and Stakeholder 'Voice' in Schools and Systems

With the expansion of education, the growth of the middle class and their awareness of the nexus between educational opportunities and socio-economic success, countries have come to perceive parents as stakeholders in, not just the recipients of, education. With the growing stakes involved, the need to have parental agreement on the broad lines of educational reform has become a more pressing political objective. This article suggests that it is important to examine 'voice' in the context of these broader trends as well as in the specific context of assessing whether education is becoming more 'demand-led'. It examines the exercise of 'voice' in schooling at the 'micro' level of schools and more broadly in the extent to which school systems at the macro level encourage the expression of diverse educational demands.
Alongside the formal opportunities and encouragement of parental participation, the practice reveals problems and limitations. In some countries parents tend to believe that the issues on which their engagement is sought are the relatively simple, practical ones rather than fundamentals, and that there may even be active discouragement of parental involvement. Evidence in some countries worryingly suggests that the level of parental interest is not high. There are the familiar equity questions to consider arising from inequalities in parental interest/involvement.     

Self-representations of International Women Postgraduate Students in the Global University 'Contact Zone'

This article explores some aspects of the role of race and gender in shaping women postgraduate students' experience of intercultural study. It focuses on various social and cultural aspects of their sojourn. These were suggested by data from two small pilot research projects investigating the experiences of two cohorts of international women postgraduate students, the one studying in an Australian university and the other, a Canadian. The authors focus particularly on the intersections between the students' representation of themselves as women and the way they see themselves represented by their host cultures. In other words, they are interested in the students' understandings of themselves as 'other', and how this impacts on their representations of 'self'. The authors suggest that these representations reflect a process of negotiation of identity that occurs in what they call the globalising university 'contact zone'. The concept of contact zones derives from post-colonial theory. A further goal of this article, then, is to examine how such data appear when viewed from a post-colonial perspective.     

Teaching Feminist Counselor Responses to Novice Female Counselors

This article describes an innovative teaching method to teach novice counselors 4 counselor responses based on selected goals of feminist counseling. Using a workshop format and ongoing group supervision, graduate student counselors were taught 4 counselor responses: empowerment, decreasing the power differential between client and counselor, taking a gender role perspective, and placing client issues in a sociocultural context. An evaluation of the teaching approach showed that counselors were able to apply feminist counselor responses in counseling sessions with clients and that these clients reported experiencing these responses.     

A comparison of the currency of secondary information sources in the biochemical literature. II. MEDLINE online and on CD-ROM

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The BIOSIS® perspective on AIDS research

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A pilot survey of user satisfaction with the online search service in South West Thames Regional libraries

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Ethical Orientation of Counselors: Its Relationship to Moral Reasoning and Level of Training

This article presents results of a study of the relationship between stage of ethical orientation and stage of moral reasoning for counselors at four levels of training and explores the relationship between ethical orientation and contributions to professional and social action organizations. The findings indicate that ethical orientation is significantly associated with moral reasoning, counseling experience, and number of contributions. Implications of these findings for theory building and counselor education are discussed.     

Out of Love for Any Thing? A Response to Vlieghe and Zamojski on Some Pedagogical Problems with an Object‐Oriented ‘Educational Love’

In this paper we consider some of the problems inherent in the attempt to define and circumscribe an exclusively ‘educational love’, as presented by Joris Vlieghe and Piotr Zamojski in a recent paper for this journal. In seeking to move beyond the confusing interpersonal relations involved in student‐centred discourses on teaching, the authors aim to articulate an ‘educational love’ that is more oriented towards subject matter than the student subject. In the process, the concept of love itself becomes increasingly abstract and open to interpretation. Further, the attempt to reconcile these elements in an uncomplicated ‘love for the object’, following the example of Alain Badiou's St Paul, constitutes an injustice to the other subjects—the students—involved in the teaching situation. We consider the ways in which such abstractions might sit with student teachers, to demonstrate how and why the intersubjective dimension—with some of the possible emotive messiness that is implied therein—must not fade from view, if we are to avoid conceiving of education as something that can be purified of individual interest, motivation and desire.