Disability hate crime: persecuted for difference

This article briefly discusses the long history of violence towards disabled people which sets the context for an analysis of the modern‐day form of violence known as disability hate crime (DHC). People who look or behave differently to others often find themselves victims of violent crimes. The language used to describe disabled people contributes to their diminished position in society. A brief review of definitions of DHC and exploration of news media coverage of the Pilkington and Askew DHC cases are undertaken. Cultural scapegoating of disabled people is discussed. Disabled people are perceived as contributing to their own victimisation, the lack of support afforded to them by society and the failure of systems meant to protect them. As long as disabled people remain outside mainstream society, they are unlikely to achieve the same levels of respect and protection from crime that other groups in society are afforded.     

School visits to zoos and museums: a missed educational opportunity?

Recent studies in exhibitions have begun to consider the cognitive content of the ‘dialogue’ between visitor and exhibit designer. Such studies have focused on the leisure visitor and not on organised school visits. The study reported here compares the conversational content of primary school and family visitors at the London Zoo and the Natural History Museum, London. The data show that there are common features to the children's interactions with animal exhibits and that the content of the conversations varies little between family groups and school groups both within an institution and between institutions. The lack of any marked distinction between school and family visitors strongly suggests that schools are failing to make effective use of the educational potential of zoos. Secondly, the findings of this study are important in pointing to the features of animal exhibits to which children, and their accompanying adults, attend. The data suggest that there is a gulf between the level of knowledge and understanding visitors bring to the exhibits and the message that the museums and zoos may wish to communicate. It is suggested that more successful education will only be achieved when museums and zoos give more credence to understanding what the visitor already does, or does not, know.     

Multimedia and Online Video Case Studies for Preservice Teacher Preparation

Case studies have been used successfully as a part of teacher education. There are many possibilities in extending the impact of case studies through the use of technology. Video and the Internet could enable demonstration of more examples, dissemination beyond the walls of the classroom, and discussion between geographically dispersed preservice teachers. Several projects are now investigating the possible ways that technology might enhance or extend text case studies. After exploring four existing products, four essential elements for video case studies are proposed. As video case studies move to the Internet, additional issues arise and these are also explored.     

‘We do not wish to be sofa cushions,or even props to men,but we wish to work by their side’: celebrating women as popular educators at the Anglican Church congresses 1881–1913

ABSTRACT

The Anglican Church congresses sought to foster relations between clergy and lay people. They promoted the Church as part of the social fabric of the nation with parades, civic receptions, services and public talks. Women were a presence at the congresses as platform speakers, organisers, hostesses and members of the audience. Congresses provided opportunities for informal collaborations and networking between organisations including the National Union of Women Workers, Mothers’ Union and Girls’ Friendly Society. Dedicated women’s sections from 1881 provided a space that was exploited by women activists seeking a voice in the public sphere. The congresses reflected a context of increasing professionalisation amongst women. This article celebrates the contribution made by women in the role of popular educators via congress platforms between 1882 and 1913. In addition, the article seeks to commemorate the unvoiced presence of working class women who engaged with the congresses as members of the audience.     

Developing identity and agency as an early career academic: lessons from Alice

This paper draws on Lewis Carroll’s character of Alice as a metaphor for interrogating identity construction and agency amongst early career academics, a process which can seem like Alice’s pursuit of the White Rabbit in a strange land. Keeping in mind the effects of neoliberalism on the tertiary sector, we recognise the centrality of personal lives in decision-making about academic careers and the shaping of professional identities. We also foreground how communities of practice not only build agency amongst ECAs but can also be supported by academic developers.     

Are computers an important learning resource?

Sue Haugland is Professor at Southeast Missouri State University, Cape Girardeau, MO.     

Hong Kong University and Polytechnic Grants Committee

The political uncertainties surrounding Hong Kong's future as a British Crown Colony have not inhibited either the Hong Kong Government or its particular version of a University Grants Committee (UGC) system from devising and planning a continuing expansion of higher education at a time when most other countries are levelling off or contracting their own.This article deals with the many unique features of the Hong Kong situation of which perhaps the most important is the nature of the Hong Kong Government - traditionally colonial and potentially authoritarian, not elected yet highly sensitive to Chinese opinion both internally and externally, and highly efficient in most of its management activities in spite of a strongly laisser faire tradition.The Hong Kong UGC system is charged with much wider planning functions throughout higher education than elsewhere and is responsible for the polytechnic as well as the two universities - hence its trans-binary designation as the University and Polytechnic Grants Committee. While this has helped its overall planning and academic guidance roles, it has involved it in severe difficulties in relation to its basic financial role which requires it to develop methodologies of financial assessment of Polytechnic costs for which no overseas models exist. Its academic membership is still entirely from overseas, with inevitable repercussions on its ability to arrange adequate collective discussion and its reliance on its local secretariat who act as the Government's de facto Department of Higher Education.     

Maintaining an anti-bias curriculum

Sue Haugland is with Southeast Missouri State University, Cape Girardeau, MO.