Local partnerships: blowing in the wind of national policy changes

Drawing on data from a three‐year study (2008–2011) of partnerships of schools and colleges delivering the 14–19 Diplomas in England, this article examines how the dynamics of local partnerships were shaped by a contradictory policy landscape in which some policies strongly promoted collaborative working whilst others reinforced competition between institutions. Semi‐structured interviews with 136 Diploma consortium leads and case studies of 30 Diploma consortia were undertaken. Most partnerships founded in direct response to government demands for collaboration were strategically and operationally less effective than those that had been formed earlier as a positive, dynamic response to locally identified interests/needs and had evolved over time. When key levers towards collaboration were removed by the new UK Coalition government (2010) and new policies restated the arguments for institutional autonomy and competition between institutions, the fragility of the ‘enacted’ partnerships became immediately apparent. Although members of Diploma consortia with a history of effective partnership working remained committed to the principle of collaboration, other policy developments such as the introduction of the English Baccalaureate and the recommendations of the Wolf Review on vocational education contributed to uncertainty about whether partnership working could, or indeed should, be sustained.     

From sporting past to future well-being: sport heritage and intergenerational learning in Glasgow

ABSTRACT

This article focuses on the context of private sporting clubs, previously referred to by sports historians as ‘the long residuals of sport’, as important sites of sporting culture and sport heritage in local communities. The project explores the history and meaning of sport through intergenerational collaboration between the academic researcher, primary school children and experienced members of Glasgow Southside's sports community. The research reflects on the process of intergenerational learning, reminiscence and heritage activities to inform future cultural histories of sport, as well as sports development and future well-being. Through a focus on interpreting cultural and social change in Glasgow sport by educating children and elder members of the community in the use of sport media archives, as well affording opportunities to examine the usefulness of intergenerational communication in community settings, the project investigated the cultural transmission of sporting cultures of the past, and its influence over, or disconnection from, contemporary sporting practices of young people. The article concludes that by acknowledging and sharing the heritage of private sport clubs, such ‘communities of practice’ have an important role to play in fostering stronger socio-cultural ties between clubs, their members and young people.     

History Teaching for Patriotic Citizenship in Australia

History has long been taught in Australian schools with a view to encouraging patriotic citizenship. What has been taught and what is meant by patriotic Australian citizenship has changed markedly over the years. Current national initiatives to stimulate and direct the teaching of 'what we all know' to be Australian history may not meet the requirements of acceptable educational practice. The Commonwealth government may be better advised to pursue initiatives that encourage understanding of and commitment to the common weal.     

Intra-generational education: Imagining a post-age pedagogy

This article discusses the idea of intra-generational education. Drawing on Braidotti’s nomadic subject and Barad’s conception of agency, we consider what intra-generational education might look like ontologically, in the light of critical posthumanism, in terms of natureculture world, nomadism and a vibrant indeterminacy of knowing subjects. In order to explore the idea of intra-generationalism and its pedagogical implications, we introduce four concepts: homelessness, agelessness, playfulness and wakefulness. These may appear improbable in the context of education policy-making today, but they are born of theorising our practices in the age-transgressive field of Philosophy with Children. We argue that these concepts help to reconfigure intra-generational relations, ways of being and becoming. They express the longing, corporeality and visionary epistemology of nomadic enquiry. These inventions express a non-hierarchical philosophy of immanence. We draw some tentative conclusions about educational practices more generally.     

Hospitalized cases of nonorganic failure to thrive: the scope of the problem and short-term lay health visitor intervention

This paper describes the characteristics of thriving and failure to thrive (FTT) children and their mothers and examines the effect of short-term lay health visitor intervention in cases of nonorganic failure to thrive (NO FTT). Twenty-five FTT children and mothers received lay health visitor (LHV) intervention in addition to other community and medical treatment; 25 other FTT children and mothers did not receive the LHV intervention but did receive all other medical and community treatment. Twenty-five thriving children and mothers were matched with the FTT children and mothers in the LHV group on the child's age at intake, sex, birth weight, and the mother's age, ethnicity, and number of living children. At initial assessment, the FTT and thriving groups were found to be comparable on demographic factors, infant birth weight percentiles, apgar scores, complications of pregnancy or delivery, and separations in the newborn period. There were more premature births in the LHV group although the proportion of premature births for the FTT and thriving groups overall were similar. A majority of mothers in the FTT groups had negative memories of childhood in contrast to more positive memories in the thriving group. At initial assessment, the majority of thriving children were developmentally normal and had increased from their birth weight percentiles whereas all of the FTT children had decreased from their birthweight percentiles and over half were developmentally delayed. There were clear differences in mother-child interaction patterns in the thriving and FTT groups. Three patterns of interaction were identified in the FTT group: benign neglect, incoordination, and overt hostility. Intervention had no measurable effect on the child's weight, development, or interaction patterns. Only 8 of 37 FTT children reevaluated 6 months later showed "catch up" growth and only 7 had improved in developmental score category. Patterns of interaction were found to persist over the 6 months in all cases. One to three year follow-up of 44 families emphasized the severity of the condition and the need for differentiation of the severity of the disturbance in the mother-child relationship and for more intensive intervention than was available in this study. Of these 44 cases, 2 children had died, 5 had been physically abused or further neglected, and 10 were in alternative care arrangements.     

Emeriti faculty as mentors: the benefits and rewards of mentoring the next generation

ABSTRACT

This holistic single-case study reports on the benefits mentors derived from participating in the Increasing Minority Presence within Academia through Continuous Training (IMPACT) mentoring program. The IMPACT program was sponsored by the National Science Foundation Office for Broadening Participation in Engineering 15–7680 (awards #1542728 and #1542524). In this program, emeriti faculty were matched with underrepresented minority faculty in the engineering professoriate for career-focused mentorship. The conceptual framework of the Benefits of Being a Mentor grounded this study. Findings indicate mentors appreciate the opportunity to give back and remain engaged in the field, to relive past academic career experiences, and to support the next generation of engineering professors while adjusting to retirement. These findings aligned with the conceptual framework on three factors: rewarding experience, improved job performance, and generativity. Implications for administrators and faculty, as well as additional research areas, are discussed.