Subjected to review: engendering quality and power in higher education

Both feminism and quality assurance movements have attempted to deconstruct and reconstruct the academy. Both have called for more transparency in procedures, accountability from elite professional groups and the privileging of the student experience. Both are globalized systems calling for transformation. However, it is questionable as to whether these two forces for change can form strategic alliances, or whether indeed they are in oppositional relationship. As a dominant regime of power in the UK academy today, quality assurance both exposes the micropolitics of gendered power in organizations and creates its own structures and systems of power. Quality assurance is part of the modernization process of the public services. However, gender equity is not a performance indicator in UK quality audits. In this paper, I interrogate the gendered implications of quality assurance, with particular reference to the assessment of teaching and learning in the UK (the Quality Assurance Agency's Subject Review). Drawing on empirical data and conceptual critiques, I will argue that quality assurance, as a regime of power, is gendered in its conception and practice.     

The Central Asylum for the Instruction of the Deaf and Dumb, Canajoharie, New York, 1823-1835

The Central Asylum for the Instruction of the Deaf and Dumb, Canajoharie, NY, was a public school for the Deaf that existed from 1823 to 1835. Little has been written about it. This study draws upon as much information as appears to be available on the history of this school. The history of the Central Asylum adds to the understanding of the beginnings of public education for the Deaf in the United States.     

Physiological and metabolic responses of wheelchair athletes in different racing classes to prolonged exercise

The aims of this study were to examine and compare selected physiological and metabolic responses of wheelchair athletes in two paraplegic racing classes [T3: n = 8 (lesion levels T1-T7; paraplegics); T4: n = 9 (lesion levels below T7; paraplegics)] to prolonged exercise. In addition, we describe the responses of three tetraplegic athletes [T2: n = 3 (lesion levels C6/C7: tetraplegics)]. Twenty athletes completed 90 min of exercise at 75% VO2peak on a motorized treadmill adapted for wheelchairs. The mean (+/- s) heart rates of the T3 and T4 racing classes were 165 +/- 2 and 172 +/- 6 beats.min-1, respectively. For the T4 racing class, heart rate gradually increased during the test (P < 0.05), whereas for the T3 racing class, heart rate reached a plateau after an initial increase. The mean heart rate of the tetraplegics was 114 +/- 3 beats.min-1. The T3 and T4 classes exhibited similar respiratory exchange ratios, plasma lactate and glucose concentrations throughout the test. For both the T3 and T4 racing class, free fatty acid, glycerol, ammonia, urea and potassium concentrations had increased from resting values by the end of the test (P < 0.05). In conclusion, the results of this study suggest that endurance-trained wheelchair athletes are able to maintain velocities equivalent to the same relative exercise intensity (75% VO2peak) for prolonged periods irrespective of lesion level.     

The National Curriculum and Standards in Primary Schools: A comparative perspective

A comparison is made of the standards in primary school mathematics in England and Cyprus, drawing upon national curricula, content of textbooks and data from international comparisons of attainment. Standards are conceptualised in three ways: expected, planned and realised. It is demonstrated that high expected and high planned standards, as set in national curricula and textbooks, are not associated with high realised standards. Four possible explanations are explored and policy issues associated with national standard setting are discussed. The value of setting national curriculum standards and targets by reference to comparative international data is raised.