Construction of difference and diversity within policy and practice in England

Policy and practice responses to diversity and difference in pupil populations continue to challenge education systems around the world. This paper considers how teachers’ understandings of diversity and difference and their pedagogical responses at the local level are influenced by, and can be reconciled with, policy at the general level with its impulse for categorisation, normalcy and ‘ableness’. Two frameworks around orientations to diversity and types of pedagogic need are combined in order to examine this tension and develop possible responses. This is illustrated through the example of special educational needs as a type of difference. The paper argues that for critical, ethical and socially just pedagogies, policy needs to support teachers in acknowledging and troubling difference at the classroom level.     

New forms of organisation and R&D internationalisation among the world's 100 largest food and beverages multinationals

This paper explores the strategic internationalisation of Research and Development (R&D) activities of the world's 100 largest food and beverages (F&B) multinationals (MNEs) in 1996 and 2000 with a sample of nearly 8000 affiliates for each period. We develop a global innovation strategy (GIS) structure where we analyse the R&D internationalisation process of F&B MNEs. We argue that in a fully developed GIS model the sourcing of creative inputs does not come exclusively from a ‘central’ R&D laboratory, but other overseas R&D laboratories or technological affiliates can also undertake genuine knowledge creation activity from capitalising on the scientific heterogeneity fostered in individual host countries as well as distinctive demand conditions. Our results indicate the increasing importance of overseas technological affiliates in the application of a GIS in the leading F&B MNEs, which determine the degree of their technological internationalisation. Two variants of technological affiliates reflect two broad knowledge-related activities, i.e. adaptation and genuine forms of knowledge creation.     

The National Grid for Learning: A curriculum without walls?

The aim of the British Government's National Grid for Learning policy is to harness the power of information and communications technology (ICT) in order to create a 'curriculum without walls', where the riches of the world's intellectual, cultural and scientific heritage are available to all. Central to this vision are the assumptions that: all pupils will in the future have appropriate access to computers at home and at school; that there is a common conception between home and school as to what actually constitutes learning. In this paper the authors draw on preliminary findings from a 2 year study of how young people actually utilise ICT at home and at school to raise important questions about the realisation of the Government's policy objectives.     

Use of sexuality-focused entertainment media in sex education

The literature on the impact of entertainment media on sex education is typically pathology-focused, unclear regarding the effects of such usage, and void of dialogue between those who actually work in the areas of sexuality education and entertainment. To address this gap, this paper is the product of joint authorship between media figures from varied sexually-focused programming fields and academics who teach and conduct research in the areas of sexuality and relational health. The authors focus on the role that various forms of entertainment media play in educating members of the public and college classrooms in the areas of sex and sexuality. Additionally, examples of the inclusion of entertainment media in educational contexts are discussed.     

Communicating Student Evaluation of Teaching Results: Rating Interpretation Guides (RIGs)

In the past decade student evaluation of teaching has expanded within Australian universities, with the results of evaluations increasingly being used to make judgements about teaching quality, career advancement and the funding of teaching. An important component of any student evaluation of teaching system is, therefore, the communication of rating results in a manner that enables fair and meaningful interpretations and comparisons of results by the wide range of evaluation users. This paper describes the development in one Australian university of Rating Interpretation Guides (RIGs) which take into account the influence of different teaching contexts on ratings and encourage evaluation users to explore ratings in terms of a range of scores rather than focusing on a single mean score. RIGs represent an important innovation in the communication of evaluation results for both formative and summative evaluation purposes. They are designed to enable meaningful interpretations of ratings which in turn will encourage appropriate use of results.     

Class acts? Working class student officers in students’ unions

Abstract

This article explores the recent emergence of ‘working-class student officer’ roles in students’ unions associated with elite UK universities. These student representative roles are designed to represent the interests of working-class students within their universities and sit alongside student representatives for liberation groups and/or student communities. Based on interviews with postholders and using Bourdieu’s concepts of habitus and field and Reay’s applications of a ‘reflexive habitus’, I explore how these students have come to assert a public and political ‘working-class student’ identity within their universities. Their commentaries reveal the ‘makings of class’ in a context where students are very aware of claims for recognition and the ‘hidden injuries of class’ and offer an insight into how working-class students are finding new ways to navigate their classed identities in HE.     

Enhancing the practice of social work

This account of practice focuses on my learning and development as a new Action Learning Facilitator. It reflects on my thoughts and feelings as I began to facilitate my own sets a year or so ago. It will discuss and reflect on topics such as communication, feedback, expectations (both mine, the set members and the organisations), values, ethics, power and confidentiality. It opens with a personal reflection on my experience of becoming a set facilitator and then explores other aspects of my learning. It draws out, in particular, the links between Action Learning and social work and the ways in which the principles that underpin each of these are complementary and mutually enhancing.     

Education and poverty reduction in Tanzania

This paper reviews research on the returns to education in Tanzania, both financial and non-financial, and considers whether these returns translate into poverty reduction. It looks at reasons why achievement of high primary enrolment rates in the past did not lead to the realisation of the associated developmental outcomes, considering factors both within and beyond the education system. Achieving mass access at the expense of quality appears to have had a negative impact on equality. The poverty reduction potential of current programmes to develop the primary and secondary education systems are discussed in the light of past experience.