Newton,Lynn (ed.). 2002. Teaching for Understanding Across the Primary Curriculum. Clevedon,UK: Multilingual Matters. 90 pp. ISBN 1-85350-596-9.

International Review of Education -     

Metaphors as expressions of followers’ experiences with academic leadership

Researchers continue to investigate and understand leadership in higher education. However, leadership does not stand alone; it is part of an interactive dyad with followers. Building on a previous study that aimed to unpack academics’ experiences of leadership in higher education with a view to enhancing leadership practices, this paper creatively examines metaphors in order to understand how followers interpret academic leadership, followership and follower–leader interactions. Data were gathered from academics in follower roles through written narratives or face-to-face interviews in accordance with participants’ preferences. Drawing on a social constructionist perspective and a metaphorical conceptual framework, we align with Lakoff and Johnson [1980. Metaphors we live by. Chicago: University of Chicago Press] who claim that metaphors pervade thought and action. Our findings illuminate followers’ understandings of leadership efficacy; their multifaceted responses to particular encounters with leaders and the complexities of following and leading in university workplaces. We demonstrate how metaphors can explain some of the concerns and constraints shaping follower and leader interactions in academia. Our analysis highlights the importance of framing leadership as a relational and dynamic construct.     

The mother-infant relationship and infant attachment in a South African peri-urban settlement

A sample of 147 mother-infant dyads was recruited from a peri-urban settlement outside Cape Town and seen at 2- and 18-months postpartum. At 18 months, 61.9% of the infants were rated as securely attached (B); 4.1% as avoidant (A); 8.2% as resistant (C); and 25.8% disorganized (D). Postpartum depression at 2 months, and indices of poor parenting at both 2 and 18 months, were associated with insecure infant attachment. The critical 2-month predictor variables for insecure infant attachment were maternal intrusiveness and maternal remoteness, and early maternal depression. When concurrent maternal sensitivity was considered, the quality of the early mother-infant relationship remained important, but maternal depression was no longer predictive. Cross-cultural differences and consistencies in the development of attachment are discussed.     

Prevalence and demographic correlates of childhood maltreatment in an adult community sample

PURPOSE: This study had two aims: (1) to determine the prevalence of five categories of retrospectively reported childhood maltreatment in an adult community sample and (2) to examine relationships between three theoretically and practically chosen demographic variables and childhood maltreatment. METHOD: Participants were a representative sample of 967 adult men and women in the metropolitan Memphis, Tennessee area. They completed a telephone survey that included a reliable, valid questionnaire assessing five types of childhood maltreatment (i.e., emotional abuse, emotional neglect, physical abuse, physical neglect, and sexual abuse) and demographic questions. Simultaneous logistic regression analyses were used to identify demographic correlates of specific trauma types. RESULTS: Prevalence of childhood maltreatment ranged from approximately 30% for women to over 40% for men. Approximately 13% of participants reported multiple forms of maltreatment. The most common forms of trauma for both men and women were physical abuse, physical neglect, and emotional abuse, all of which were highly likely to co-occur. Race, sex, and current educational level were each associated with an increased likelihood of childhood maltreatment; differential relationships with particular maltreatment types were also observed. IMPLICATIONS: These findings highlight the importance of research on the prevalence of and risks for multiple types of childhood maltreatment, particularly in the somewhat neglected area of emotional abuse and neglect. These findings can be used to highlight the need for preventive interventions aimed at the negative sequelae of childhood maltreatment and to tailor preventive interventions to the needs and expectations of those at high risk.     

Problematising the ‘Career Academic’ in UK construction and engineering education: does the system want what the system gets?

‘Career Academics’ are principally research-led, entering academia with limited or no industrial or practical experience. UK Higher Education Institutions welcome them for their potential to attain research grant funding and publish world-leading journal papers, ultimately enhancing institutional reputation. This polemical paper problematises the Career Academic around three areas: their institutional appeal; their impact on the student experience, team dynamics and broader academic functions; and current strategic policy to employ them. We also argue that recent UK Government teaching-focused initiatives will not address needs to employ practical academics, or ‘Pracademics’ in predominantly vocational Construction and Engineering Education. We generate questions for policy-makers, institutions and those implementing strategy. We argue that research is key, but partial rebalancing will achieve a diverse academic skill base to achieve contextualised construction and engineering education. In wider European contexts, the paper resonates with issues of academic ‘drift’ and provides reflection for others on the UK context.     

Living in a world different from the one in which we think

ABSTRACT

The rise of populist nationalism in many parts of the world poses urgent challenges for higher education institutions. Normally zones of liberal values and reasoned argument as well as sources of expert information, constructive criticism and useful advice for societies, universities face increasing uncertainty as a result of political and popular attack in a wide range of countries. Doing nothing is probably not an option. The challenge facing higher education broadly is to understand and to respond effectively to a geopolitical and social reality that is qualitatively new and threatening. Effective response will require a degree of self-examination, a re-articulation of purpose and a reconfiguration of action across multiple domains of university life.