The scientific and clinical literature of AIDS: development,bibliographic control and retrieval

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Costing medical libraries: the feasibility of functional cost analysis*

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Moving Away from a Culture of Blame to that of Support-Based Approaches to Bullying in Schools

This paper considers the value of a specific non-punitive approach to dealing with bullying. It is based upon an exploratory project undertaken in a Year 3 class in a primary school which has not been identified by name. The project involved working with pupils involved in bullying using the stages and principles of the Support Group Method (SGM) and collecting data for analysis through interviews, observations and field notes. The paper concludes with professional implications and an endorsement of support-based approaches to managing bullying.     

Teaching Post-structuralist Feminist Theory in Education: Student resistances

ABSTRACT Increasing numbers of undergraduate students in education are using 'post-structuralist' theory and concepts in their discussions of gender. However, because of their lack of knowledge of structuralism, their use of post -structuralist theory is often confused. Many of my students invoke a humanist subject who 'positions' herself in a range of discourses, while purporting to work within a wider theoretical framework which eschews humanism. Judith Butler's work on 'the subject' is used here to critique such confusion, which is evident particularly in the students' use of the work of Bronwyn Davies.     

The Archaeology of Heroes: Carlyle,Foucault and the Pedagogy of Interdisciplinary Narrative Discourse

This paper argues in favour of the beneficial currency of Thomas Carlyle's ‘On Heroes, Hero‐worship and the Heroic in History’ in three ways, each of which finds the basis of its critique in aspects of Foucault's theories of discursive practice, as explored in Foucault's theories of historical discourse; 1) that Carlyle's terminology connects with his discursive practice in an ambiguous manner, as his concept of worship is more akin to study than devotion, if we take the text of his lectures as evidence of his perception; 2) the sources of enlightenment Carlyle offers us, based on these studies of heroic individuals, may provide an exemplar for interdisciplinary scholarship centred around biographies of notable individuals, and finally; 3) we challenge the notion that heroes such as those Carlyle offers us can be manifest in the present and argue that the depth of insight Carlyle demonstrates into his subjects is only possible by means of a lengthy temporal transition: the historicity of these narratives, and the narratives of social codification, cultural development and long‐term impact witnessed and described over generations, is what makes them feasible at all.