The Modernization of Colonialism and the Educability of the “Native”: Transpacific Knowledge Networks and Education in the Interwar Years

This article focuses on a seminar‐conference held in Hawaii in 1936 on the “educability” of native peoples. The seminar‐conference was convened by New Zealand anthropologist Felix Keesing and Yale education professor Charles Loram and supported by the Carnegie Corporation, among other organizations. Conference delegates—who came from across the Pacific, including the U.S. mainland, Australia, and New Zealand, and from as far as South Africa—joined to discuss the future of colonial education. The residential conference, which lasted several weeks, resulted in published proceedings and the establishment of extensive transpacific networks. One in a series of international congresses on education that took place during the interwar years, the 1936 Hawaii conference offers unique insight into the transnational dialogue among academics, education practitioners, colonial administrators, and, in some cases, Indigenous spokespeople, concerning the modernization of colonialism and new forms of citizenship in the era of progressive education and cultural internationalism.     

Teachers as readers: building communities of readers

Given the narrow scope of primary teachers' knowledge and use of children's literature identified in Phase I of Teachers as Readers (2006–2007), the core goal of the Phase II project was to improve teachers' knowledge and experience of such literature in order to help them increase children's motivation and enthusiasm for reading, especially those less successful in literacy. The year‐long Phase II project, Teachers as Readers: Building Communities of Readers, which was undertaken in five Local Authorities (LAs) in England, also sought to build new relationships with parents and families and to explore the concept of a “Reading Teacher (RT): a teacher who reads and a reader who teaches” (Commeyras and colleagues). The research design was multilayered; involving data collection at individual, school and LA levels, and using a range of quantitative and qualitative data research methods and tools. This paper provides an overview of the Phase II research. It suggests that teachers need support if they are to develop children's reading for pleasure, and enhance their involvement as socially engaged and self‐motivated readers.     

Maternal Reminiscing Style During Early Childhood Predicts the Age of Adolescents' Earliest Memories

Individual differences in parental reminiscing style are hypothesized to have long-lasting effects on children's autobiographical memory development, including the age of their earliest memories. This study represents the first prospective test of this hypothesis. Conversations about past events between 17 mother–child dyads were recorded on multiple occasions between the children's 2nd and 4th birthdays. When these children were aged 12–13 years, they were interviewed about their early memories. Adolescents whose mothers used a greater ratio of elaborations to repetitions during the early childhood conversations had earlier memories than adolescents whose mothers used a smaller ratio of elaborations to repetitions. This finding is consistent with the hypothesis that past-event conversations during early childhood have long-lasting effects on autobiographical memory.     

Innovation as co-evolution of scientific and technological networks: exploring tissue engineering

The question of exactly how science is commercialized is an important one. While the social structures of “science” and “technology” are distinctive, recent work suggests that scientific and technological ideas in fact co-evolve. This paper addresses the dynamics of such co-evolution: are scientific networks deeply co-mingled with networks through which technology is created and if so how? It does so in a study of an emerging area of biomedicine—tissue engineering. The research is based on a novel methodology that takes advantage of the fact that an idea is often inscribed in both a patent and paper, thus forming a patent–paper pair. Starting with the pair, it is possible to trace the citation network of patents, papers, inventors and authors, combining traditional bibliometric analysis with in-depth interviews to provide new insights. The results show that for this case there exist distinctive scientific and technological networks. Furthermore, while there is evidence of overlap, it is neither co-publishing nor citation as might be predicted from current literature. Rather co-mingling exists through founding, licensing, consulting and advising. This has implications for our understanding of the processes through which spillovers arise, the way in which commercialization and technology transfer should be structured and for recent debates on conflict of interest in biomedicine.